Successful outcomes for youth with disabilities require collaboration within and beyond the school system. Collaboration ideally includes a range of professionals across school systems, service systems, and communities coming together as part of a “transition network” to support the transition process. Using a quantitative survey of 509 secondary special educators and 25 semi-structured interviews, this explanatory sequential mixed methods study (a) examined the characteristics of transition networks (i.e., the social networks of secondary special educators), (b) identified variables associated with larger networks, and (c) explored educators’ interpretations of these associations. Quantitative analyses indicated that larger networks were associated with working at the high school level, supporting students with moderate/severe disabilities, increased years of experience, and greater knowledge about establishing collaborative partnerships. Interview analyses provided context for the quantitative results. These findings provide a deeper portrait of prevailing transition collaborations and have implications for educators charged with delivering high-quality transition programming.

残疾青年的成功成果需要学校系统内外的合作。理想情况下，协作包括跨学校系统、服务系统和社区的一系列专业人员，作为“过渡网络”的一部分，以支持过渡过程。使用对 509 名中学特殊教育者的定量调查和 25 次半结构化访谈，这项解释性顺序混合方法研究 (a) 检查了过渡网络（即中学特殊教育者的社交网络）的特征，(b) 确定了与更大的网络，以及 (c) 探讨了教育工作者对这些关联的解释。定量分析表明，更大的网络与高中水平的工作有关，支持中度/重度残疾学生，多年的经验，以及关于建立合作伙伴关系的更多知识。访谈分析为定量结果提供了背景。这些发现更深入地描绘了流行的过渡合作，并对负责提供高质量过渡计划的教育工作者产生了影响。