Previous studies have contributed to the findings of important factors of recommended “best” transition practice, as well as elements contributing to these factors of recommended “best” transition practice. This study provides an initial model to explain dynamic relationships among these elements and factors. However, the model generation strategy was utilized in the study and leads to the necessity of cross-validating the modified model for future research. Because the model generation process was driven by data collected from secondary special educators as the sample from one organization, the modified model fit the particular set of data in this study;
future research needs to validate this modified model by using data from a new sample.
Similar studies could be conducted by using a different mediating factor (to replace the factor of interagency collaboration) to determine if other factors play a similar role in mediating secondary special educators’ perceptions and attitudes regarding
their involvement in transition practices. Moreover, the same model can be tested with different sample populations, such as rehabilitation counselors or social workers to examine their perceptions of interagency collaboration, as well as their involvement in providing transition services for students with disabilities. Multiple group confirmatory factor analyses (invariance test) could be conducted to examine the relationships among these factors. These findings may contribute to a better understanding of interagency collaboration in transition practice.
Future studies are also recommended to investigate why collaboration skills and knowledge still receive the minimal focus in teacher professional preparation programs (Anderson et al., 2003; Beard, 1991; Bull et al., 1994; Foley & Mundschenck, 1997;
Hu, 2001; Mellard & Clark, 1993; Morningstar & Clark, 2003; Simpson et al., 1993) even after so many studies both empirically and theoretically, including this present study, have revealed the need for such collaboration knowledge and skills for educators in their practice (Blalock et al., 2003; deFur & Taymans, 1995; Foley & Mundschenck, 1997; Foley et al., 1993; Knott & Asselin, 1999; Morningstar & Clark, 2003). These factors are certainly worthy of further investigation.
Finally, only four dimensions of perceptions of interagency collaboration from educators’ perspectives were studied here. As there has been no agreement on the dimensions of collaboration among studies, qualitative work is needed to unveil other possible dimensions that may contribute a better understanding of the latent trait of collaboration.
DOI: 10.3966/102887082014066002002
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