Centers for Independent Living and their involvement with transition-age youth with disabilities

Abstract

BACKGROUND: Transitioning from high school to adult life is one of the most challenging times for all youth; however, this step to adulthood presents additional demands to individuals with disabilities. The role of adult service providers, such as Centers for Independent Living (CILs) in the transition process for youth has become more and more prevalent. Yet, little is known about the involvement of CILs and their partnership efforts with local education agencies (LEAs). OBJECTIVE: This study explores the extent to which CILs are involved with serving transition-aged youth and collaborate with LEAs. METHODS: This study consisted of a national survey. The sample included 198 CIL representatives from 38 states, Puerto Rico, and Virgin Islands that serve transition-age youth with disabilities. RESULTS: Based on the study findings, it appears that CIL professionals see secondary transition as a priority; however, participation in transition initiatives and collaborative partnerships with LEAs remains relatively low. Furthermore, although the majority of study participants perceive CIL and LEA coordination as extremely important, almost a quarter of them report actual practices as poor or non-existent. CONCLUSIONS: These findings are consistent with previous research on the importance and extent of CIL secondary transition services. Further research that would lead to practice-based initiatives to improve the secondary transition for youth with disabilities is needed. Obtaining CIL professional perceptions on promising practices and existing collaborative vehicles to promote better collaboration is sorely needed.

The Importance of Centers for Independent Living Supporting Youth With Disabilities: A Critical Contribution to Maximize Transition Service Delivery

“…Given the scope of less traditional youth transition services that CILs may be providing, there is a clear argument for CILs as collaborative partners in supporting the postschool outcomes of students with disabilities. Considering this, prior evidence of lacking cross system coordination between LEAs and CILs (Plotner et al, 2017) is particularly concerning.…”

“…The three overarching service areas that appeared in this study fell under the following areas: Personal development, college and career, and independent living. Although each of these areas are all demonstrably important areas of transition support and well documented in the literature (e.g., Carter et al, 2021; Kohler et al, 2016; Lombardi et al, 2017; Roos & Sondenaa, 2020), the vast majority of the transition literature focuses on collaboration to maximize career success (Oertle & Seader, 2015; Plotner et al, 2017, 2020). The CIL scope of youth services reported in this study includes a wide array of services well beyond just independent living supports, which some transition stakeholders might believe is the only focus area of CILs.…”

“…Furthermore, they found that three-fourths of the sample indicated coordinating their services with high schools as extremely important. Moreover, CIL staff have widely reported infrequent collaboration with LEAs to support youth with disabilities in transition, despite the potential impact and obvious importance (Plotner et al, 2017).…”

“…Specifically, youth transition for CILs focuses on youth with significant disabilities that (a) are ages 14 to 24, (b) were eligible for an Individualized Education Program (IEP) in school, and (c) who have exited high school (Hammond et al, 2018). As a matter of practicality and to foster seamless service delivery, many CILs are providing services to youth with disabilities in tandem with the professionals supporting them in secondary settings (Hammond et al, 2018; Plotner et al, 2017). A call for collaboration between publicly-funded agencies to support the outcomes of youth with disabilities is nothing new in the secondary transition landscape.…”

Perceptions of Interagency Collaboration: Relationships Between Secondary Transition Roles, Communication, and Collaboration

“…In fact, the lack of transition collaboration and research examining collaborative practices in transition continues to be problematic. The literature continues to highlight the importance of interagency collaboration across the special education and other transition stakeholder agency fields (Luecking, Deschamps, Allison, Hyatt, & Stuart, 2015; Oertle & Seader, 2015; Plotner, Oertle, Reed, Tissot, & Kumpiene, 2017). However, there is limited information on what factors contribute to enhanced partnerships.…”