ABSTRACT
Research in the field of secondary transition is complex due to the intricate and complicated nature of providing transition services and supports to youth with disabilities. In this field, research has historically spanned across qualitative and quantitative methodologies. Mixed methods research can be value-added when integrated research approaches are used to study school and community partnerships, because studying these partnerships might help address the school and systems-level deficits that inhibit youth with disabilities from achieving a high quality of life. This chapter addresses the use of integrated, mixed methods research approaches by secondary transition researchers to study school and community partnerships. Discussion includes an introduction to mixed methods research in secondary transition, the status of mixed methods research in the field, building school and community partnerships through mixed methods research, and implications for researchers, the field, and policy moving forward in using integrated approaches to studying transition-related school and community partnerships.
