Barriers and Supports to Parent Involvement and Collaboration During Transition to Adulthood

Francis, G.; Regester, April; Reed, Alexandra S.

doi:10.1177/2165143418813912

Cited by 19 publications

(6 citation statements)

References 23 publications

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“…The challenge is also certainly in line with the development of issues that exist in the community. Francis, Regester, & Reed (2019) showed that interconnected barriers to parent involvement and parent professional collaboration during the transition to adulthood are divided into five, namely parent exhaustion, communication breakdowns, disagreements, disappointment, and distrust. Hese are issues that are closely related to high school students in particular.…”

Section: Introductionmentioning

confidence: 99%

Parent involvement in adolescents’ education: A case study of partnership models

Sujarwo

Kusumawardani

Prasetyo

et al. 2021

CJES

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Parent involvement has become very important in successful children’s education. The activities showing parent involvement can not be separated from lifelong education. Therefore, the focus of this research is was on non-formal and informal education in achieving one of the sustainable development goals. Then, this study described parent involvement activities in senior high schools as a model of partnership. This research was qualitative in nature, employing a case study method. The results of this study concerning parent involvement in the education of their teenage children could be seen from the forms of parental support they gave in their children’s activities either at school or at home. It is shown that in terms of parent involvement at school, parents from the upper – middle social-economic status gave more participation in the forms of funds and energy. From both activities, the researchers classified involvement patterns into three, namely habituation, academic involvement, and self-concept. Keywords: adulthood, collaboration, informal learning, parent involvement, partnership

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Section: Introductionmentioning

confidence: 99%

Parent involvement in adolescents’ education: A case study of partnership models

Sujarwo

Kusumawardani

Prasetyo

et al. 2021

CJES

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“…This review finding supports Heaslip and Hewitt-Taylor [ 121 ], who noted that reducing opportunities for vulnerable people to take risks encourages vulnerability. People with IDD desire to live independently [ 122 , 123 ] and want to exercise their human rights—a key facet of autonomy, via supported decision-making with the assistance of their caregivers and promoted by the ability to communicate their decisions to others [ 124 ]. In this review, caregivers (particularly mothers) had concerns about the level and kind of support their adults would receive in the future.…”

Section: Discussionmentioning

confidence: 99%

Quality of life in adults with Down syndrome: A mixed methods systematic review

et al. 2023

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Background As the life expectancy of adults (aged ≥ 18 years) with Down syndrome increases for a plethora of reasons including recognition of rights, access, and technological and medical advances, there is a need to collate evidence about their quality of life. Objective Using Schalock and Verdugo’s multidimensional quality of life assessment model, this systematic review aimed to identify, synthesise and integrate the quantitative and qualitative evidence on quality of life in adults with Down syndrome via self-and proxy-reporting. Methods Five databases were systematically searched: MEDLINE, CINAHL, PsycINFO, Scopus, and Web of Science to identify relevant articles published between 1980 and 2022 along with grey literature and reference lists from relevant studies. A mixed methods systematic review was performed according to the Joanna Briggs Institute methodology using the convergent integrated approach. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Results Thirty-nine studies were included: 20 quantitative, 17 qualitative, and 2 mixed methods studies. The synthesised findings were grouped into the 8 core domains of quality of life: personal development, self-determination, interpersonal relations, social inclusion, rights, emotional, physical and material well-being. Of the 39 studies, 30 (76.92%) reported on emotional well-being and 10 (25.64%) on rights. Only 7 (17.94%) studies reported that adults with Down syndrome have a good quality of life centred around self-determination and interpersonal relations. Most adults with Down syndrome wanted to become more independent, have relationships, participate in the community, and exercise their human rights. Self-reported quality of life from adults with Down syndrome was rated higher than proxy reported quality of life. Discrepancies in quality of life instruments were discovered. Conclusion This review highlighted the need for a better systematic approach to improving the quality of life in adults with Down syndrome in targeted areas. Future research is required to evaluate self-and proxy-reporting methods and culture-specific quality of life instruments that are more appropriate for adults with Down syndrome. In addition, further studies should consider including digital assistive technologies to obtain self-reported quality of life data in adults with Down syndrome. International prospective register of systematic reviews registration number CRD42019140056.

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“…For example, does sharing typical transition assessment data versus strength-based assessment data with families impact their involvement in the transition planning process and family–school relationships? Francis et al (2019) reported the importance of teachers caring and wanting to see students succeed. These researchers suggest that focusing on strengths, and not on missteps or problems, is a strategy that teachers and schools could use to support parent involvement and collaboration.…”

Section: Discussionmentioning

confidence: 99%

“…First, researchers need to replicate the current study using test scores from the BERS-3 PRS and YRS to provide evidence of validity and reliability with transition-age students with exceptionalities. Parents of transition-age students are often frustrated with transition assessment, planning, and implementation processes, and much of this frustration stems from communication issues (Francis et al, 2019). The BERS-3 PRS, with its focus on student's strengths, assets, competencies, and resources, may facilitate communication and lead to a more productive parent-educator collaboration.…”

Section: Research Implicationsmentioning

confidence: 99%

“…Transition planning is a collaborative effort in which the student, parent, school professionals, and community personnel identify the key components of the transition plan needed for each student (e.g., Francis et al, 2019). Individual transition plans provide a road map for the student to adjust to postschool life, including postsecondary employment, education, and independent living.…”

Section: Practice Implicationsmentioning

confidence: 99%

See 1 more Smart Citation

Validity and Reliability Evidence for Use of the Teacher-Rated Behavioral and Emotional Rating Scale with Transition-Age Students

Lambert

Sinclair

Martin³

et al. 2022

Career Development and Transition for Exceptional Individuals

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Identifying student strengths is central to transition planning. However, school personnel use few assessments that operationalize behavioral and emotional strengths, and the psychometric functioning of those measures have not been established with transition-age students. In this two-part study, we used a national sample of transition-age students to examine validity evidence for scores from the Behavioral and Emotional Rating Scale-3: Teacher Rating Scale (BERS-3 TRS). Study 1 evaluated the internal structure and test score reliability of the scores for 275 students with exceptionalities. Study II used a sample of 566 students to examine differences in scores between students with and without exceptionalities. Findings from these studies represent evidence for the validity and interpretation of scores for transition-age students with exceptionalities.

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Barriers and Supports to Parent Involvement and Collaboration During Transition to Adulthood

Cited by 19 publications

References 23 publications

Parent involvement in adolescents’ education: A case study of partnership models

Parent involvement in adolescents’ education: A case study of partnership models

Quality of life in adults with Down syndrome: A mixed methods systematic review

Validity and Reliability Evidence for Use of the Teacher-Rated Behavioral and Emotional Rating Scale with Transition-Age Students

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