Welcome to the official website for the 2024 TASH Conference!
Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others. This year’s conference theme is Celebrate Together: Let the Good Times Roll!
Click on the "Registration and More" tab for additional information about our Conference location, registration, reserving a guest room, sponsorship and exhibitor opportunities, and more! The full Conference schedule is now available for viewing. Registered attendees will receive an invitation to log in and create a personalized schedule.
Policy requirements and incentives emphasize interagency collaboration (IDEA, 2004; WIOA, 2014). Despite evidence of interagency collaboration improving postsecondary outcomes for students with disabilities, there are noted challenges in collaboration (Saleh et al., 2019). Difficulties exist despite the prevalence of conceptual interagency collaboration models (Kwiatek et al., 2023). Reconceptualizing research on interagency collaboration to emphasize collaboration theory will provide new insights into the process of interagency collaboration that may better address barriers to interagency collaboration (Thomson & Perry, 2006; Wood & Gray,1991). An exploratory qualitative study was conducted using collaboration theory. Vocational rehabilitation counselors in Central Illinois were asked to describe the process of collaboration in the provision of school-to-work employment-focused transition services. The results of the exploratory study are discussed.
