Parent Participation in the Transition Planning Process

Abstract

This article describes the results of four regional focus groups comprised of 28 Virginian parents of adolescents with disabilities. The purpose of this study was to gain a deeper understanding of (a) Virginian families' experiences in transition planning, (b) family relationships with school professionals in the transition planning process, and (c) implications for policy and practice that promote and enhance the full participation of all families in transition planning. Based on the dialogue with family members in these focus groups, we found that parents of adolescents with disabilities consistently identified the quality of the relationship they had with service providers as the key factor that affected the family's involvement in transition planning. Based on the insights gained from this study and the existing literature, we designed a model that illustrates the potential positive or negative cycle that occurs as families and professionals interact around transition planning. This model can serve to evaluate and develop effective practices for involving families in the transition planning process.

La transition de l’école à la vie adulte d’une élève ayant une déficience intellectuelle légère

“…Mais au-delà d'informations plus techniques, les parents doivent être sensibilisés et informés du rôle de premier plan exercé par le milieu familial lors de la transition vers la vie adulte de leur enfant (Ankeny, Wilkins, & Spain, 2009;Defur, Todd-Allen, & Getzel, 2001). Ils doivent être encouragés à communiquer de grandes attentes à leur enfant, à lui donner des responsabilités à la maison et à faciliter l'exercice de responsabilités dans sa communauté (Carter et al, 2011;Mill et al, 2009).…”

Parents as Collaborators

“…Varying reasons explain this lack of active participation at IEP transition planning meetings. For both parents and students, barriers include: (a) the use of educational jargon by service providers (deFur et al, 2001;Harry, 2008;Harry, Allen, & McLaughlin, 1995;Powers et al;Thoma et al); (b) gaps in student and parent knowledge about the process and the available options for transition services (Collet-Klingenberg, 1998); (c) a failure to create a welcoming environment or to seek input from students and families ( -A mother of a student receiving special education services Martin and colleagues (2004) collected posttransition IEP meeting surveys from 1,689 participants including parents, students, special and general educators, administrators, and related service providers. Students responded to the surveys in ways that indicated that they did not know the reasons for the IEP transition meeting, did not understand what was said at the meetings, and did not know what they needed to do next.…”

“…They rely on service providers to teach them about the transition process and the transition service system, and see the family's role as teaching the service provider about the youth or young adult with a disability. Families want a sufficient quantity of information that enables efficient and effective coordination and understanding among the partners as well as quality information where the communication is positive, understandable, and respectful at all levels of the partnership (Blue- Banning et al 2004;deFur et al, 2001;Hanley-Maxwell, Pogoloff, & Whitney-Thomas, 1998;Wehmeyer, Morningstar, & Husted, 1999). Communication involves both giving information and receiving feedback; it is not finished when the information is just given.…”

“…At the other end of the spectrum, the history may instead illustrate the withdrawal of the family from participation following years of passivity. These histories may distance the family and the service provider and challenge the demonstration of empathetic listening and reaching agreement on the joint interest of the group (deFur et al, 2001;Hanley-Maxwell et al, 1998).…”

Plotting Confucian and disability rights paradigms on the advocacy–activism continuum: experiences of Chinese parents of children with dyslexia in Hong Kong

“…In disability education, the parental impact is greater, more widespread and longer-lasting as they have played significant roles in the development of special education policies and legislations (Defur, Todd-Allen, & Getzel, 2001). The history reports that parents who have been engaged in activities to protect disability rights beyond the specific interest of their own children, such as lobbying for legislations and taking leadership in advocacy groups, are considered to have advanced from being advocates to activists (e.g., Ryan & Cole, 2009;Seligman & Darling, 2007).…”