Developing Parent‐professional Partnerships in a Postsecondary Education Program for Students With Disabilities

Abstract

Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent-professional partnerships could significantly enhance long-term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent-professional partnerships through parent involvement and support. C 2016 Wiley Periodicals, Inc.

Transition strategies and recommendations: perspectives of parents of young adults with disabilities

“…In fact, unlike IDEA in secondary school, in college the Family Educational Rights and Privacy Act (FERPA, 1974) significantly reduces parent involvement and interagency collaboration by transferring the right to access educational records from parents to young adults attending college in the US. This change and the related uncertainty about the parental role and collaboration strategies in PSEs are challenging for all stakeholders and compromise young adult outcomes (Francis et al, 2016).…”

Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities

“…Parent involvement increases positive outcomes for young adults, including enhanced self-determination (Katz, Madjar, & Harari, 2015; Soenens & Beyers, 2012) and independence skills (Martinez, Conroy, & Cerreto, 2012). However, while parent involvement is a legal requirement under IDEIA in elementary and secondary school, parents of young adults with disabilities are expected to “step back” as their children approach adulthood (Francis, Fuchs, Johnson, Gordon, & Grant, 2016) and there is a notable drop in parent–professional collaboration as students age (Hirano & Rowe, 2016). This transition is especially challenging for parents of young adults with disabilities who enter college, as the Family Educational Rights and Privacy Act (FERPA; 1974) significantly reduces parent involvement by transferring the right to access educational records from parents to college students (Francis et al, 2016).…”

“…However, while parent involvement is a legal requirement under IDEIA in elementary and secondary school, parents of young adults with disabilities are expected to “step back” as their children approach adulthood (Francis, Fuchs, Johnson, Gordon, & Grant, 2016) and there is a notable drop in parent–professional collaboration as students age (Hirano & Rowe, 2016). This transition is especially challenging for parents of young adults with disabilities who enter college, as the Family Educational Rights and Privacy Act (FERPA; 1974) significantly reduces parent involvement by transferring the right to access educational records from parents to college students (Francis et al, 2016). Furthermore, college students, including young adults with disabilities attending postsecondary education programs (PSEs), are expected to exert greater autonomy and independence in college (Folk, Yamamoto, & Stodden, 2012), which can result in heightened levels of anxiety among family members (Francis et al, 2016).…”

“…This transition is especially challenging for parents of young adults with disabilities who enter college, as the Family Educational Rights and Privacy Act (FERPA; 1974) significantly reduces parent involvement by transferring the right to access educational records from parents to college students (Francis et al, 2016). Furthermore, college students, including young adults with disabilities attending postsecondary education programs (PSEs), are expected to exert greater autonomy and independence in college (Folk, Yamamoto, & Stodden, 2012), which can result in heightened levels of anxiety among family members (Francis et al, 2016).…”

“…PSEs are higher education programs designed to increase social, academic, and employment-related skills among individuals with disabilities (Griffin, McMillan, & Hodapp, 2010). PSEs maintain varied approaches to parent involvement (Francis et al, 2016) and increase self-determination and independence among young adults (Plotner & Marshall, 2015). This diversity among PSE practices reflects differing and sometimes negative perspectives of parent involvement as young adults age and gain independence (Folk et al, 2012).…”