Educators’ Beliefs and Practices About Parent Involvement in Transition Planning

Landmark, Leena Jo; Roberts, Eric L.; Zhang, Dalun

doi:10.1177/2165143412463047

Cited by 26 publications

(20 citation statements)

References 36 publications

(47 reference statements)

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“…Although legal mandates have included provisions for inclusion of student and parent involvement in educational planning and research has demonstrated the relationship between increased involvement and improved outcomes for students, the research is clear that further examination of ways to enhance partnership building among teachers, parents, and students with LD is needed. The present study answers the call by researchers for the need for research with diverse groups of parents, teachers, and students to triangulate perspectives using a mixed method design (e.g., Landmark et al, 2013). This study addresses the following research question: What are the perspectives of high school students with LD, their parents, and their teachers on malleable factors in school-based practice that facilitate student and family involvement in educational planning?…”

Section: Parent Involvement In Planningmentioning

confidence: 81%

Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives

Cavendish

Connor

2017

Learning Disability Quarterly

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Education legislation such as the Individuals With Disabilities Education Act (IDEA; 1997, 2004) requires that parents be included in the Individualized Education Program (IEP) and transition plan development, and that students be at the center of the planning process. Specifically, students with disabilities and their parents are to be directly involved in all phases of the educational decision-making process and each student should be part of the team that establishes goals and determines the educational support that will be provided. Recent research with national longitudinal data on parent and youth participation in IEP and transition plan meetings suggests that most high school students and their parents do attend IEP meetings (83% and 87%, respectively) but that considerably fewer youth and their parents attend transition plan meetings (68% and 76%, respectively; Wagner, Newman, Cameto, Javitz, & Valdes, 2012). However, despite legislation and policies that encourage parent and youth attendance in IEP meetings, school personnel have not always viewed parents as equal partners (Park, 2008) or facilitated meaningful involvement of students in the decision-making process (Martin, Marshall, & Sale, 2004). Further, the barriers to school support of student involvement include lack of training or preparation for students to practice self-advocacy prior to the IEP or transition meeting (e.g., Wehmeyer et al., 2011). Typical challenges to parent involvement include difficulties related to the scheduling of IEP meeting times and the use of jargon-dense information during the IEP meeting. Thus, the desired partnership between schools, parents, and students outlined in the law has not been consistently realized in practice. Student Involvement in Planning Research on successful IEP transition planning emphasizes students as active agents in the process so they may authentically contribute in IEP meetings (e.g., Meadan, Shelden, Appel, & DeGrazia, 2010). Student involvement in IEP development has been linked to higher levels of goal attainment (Powers et al., 2001) and higher graduation rates (Cavendish, 2013). Teachers, administrators, researchers, and policy makers all agree on the importance of personcentered planning to provide meaningful involvement in IEP and transition planning. For example, research on student involvement in IEP meetings has highlighted the need to instruct students in active IEP participation thereby enabling them to enter into a genuine collaboration that ensures their position at the center of the process (Meadan 4680L DQXXX10.

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Section: Parent Involvement In Planningmentioning

confidence: 81%

Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives

Cavendish

Connor

2017

Learning Disability Quarterly

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“…Four case studies yielded three dominant themes as follows: (a) barriers to obtaining transition services, (b) key objectives of transition services, and (c) key elements of effective transition programs. Results are interpreted in light of best practices in transition [3,4,5,6]. KEYWORDS: transition services, adolescent intellectual disability, exceptional children, parental perceptions, outcomes, postsecondary…”

Section: Parent Perceptions Of Transition Services Effectiveness For mentioning

confidence: 99%

“…A major area of concern in preparing students with ID for adulthood is to equip them with skills, attitudes, and opportunities that allow them to take more active roles in managing their lives independently. Research indicates that parents' perceptions of transition service effectiveness influences their involvement in the process of transitioning ID child to post-secondary life, and parental involvement can be critical to the success of transition services [6].…”

Section: Theme Two: Key Objectives Of Transition Servicesmentioning

confidence: 99%

“…Research has also indicated that parents suffer considerable levels of stress about transition [30,32]; however, professionals often overlook this issue, and family involvement is often missing from the transitionplanning process [33]. To promote increased parental involvement, educators suggest focusing on areas such as comfort, ongoing communication, partnering with parents, and providing transition training [6]. Participants in this study clearly indicated a strong need for information regarding available transition services and how to obtain them.…”

Section: Theme Two: Key Objectives Of Transition Servicesmentioning

confidence: 99%

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Parent Perceptions of Transition Services Effectiveness for Students with Intellectual Disabilities

Almutairi¹

2016

IIJE

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“…The Individuals With Disabilities Education Act (IDEA, 1997(IDEA, , 2004 makes clear the expectation of parent involvement in educational decision making for students with disabilities. The IDEA (2004) notes that parents are to be considered equal partners in the decision-making process (Landmark, Roberts, & Zhang, 2013). However, although there is an emphasis on parental involvement as part of both educational planning and due process, research reveals a historic divide between what is stated in the law and what occurs in practice (e.g., Harry, 2008).…”

mentioning

confidence: 99%

Introduction to Special Series: Parent Voice in Educational Decision Making for Students With Learning Disabilities

Cavendish

Connor

2017

Learning Disability Quarterly

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In this introduction to the special issue, we provide a brief discussion of (a) challenges gleaned from the literature on school-parent collaboration and (b) our rationale for including and highlighting research that centralizes parents and that varies in researcher positionalities and methods. The studies in this special issue illuminate the complexities of parentschool partnerships and provide practical recommendations to facilitate stronger school-family relationships to support students with learning disabilities.

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Educators’ Beliefs and Practices About Parent Involvement in Transition Planning

Cited by 26 publications

References 36 publications

Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives

Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives

Parent Perceptions of Transition Services Effectiveness for Students with Intellectual Disabilities

Introduction to Special Series: Parent Voice in Educational Decision Making for Students With Learning Disabilities

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