Family Involvement in Transition Planning

Wandry, Donna; Pleet, Amy

doi:10.4324/9780203837320.ch7

Cited by 3 publications

(3 citation statements)

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“…Family members and educators often have differing perceptions of what is the best way for parents to be involved with schools. For example, teachers may define parental involvement as helping children with homework; while parents may see a role that includes being active decision-makers in the school (Epstein, 2001; Wandry & Pleet, 2003). Parental involvement can be as varied as the families and schools in each neighborhood and community, and ensuring families are actively engaged at the secondary level will require collaboration among all school staff.…”

Section: Recommendations For Future Policy and Practicesmentioning

confidence: 99%

Aligning Transition Services With Secondary Education Reform

Morningstar

Bassett

Kochhar-Bryant

et al. 2012

Career Development and Transition for Exceptional Individuals

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Society has witnessed significant improvements in the lives of students receiving transition services over the past 30 years. The field of transition has developed an array of evidence-based interventions and promising practices, however, secondary school reform efforts have often overlooked these approaches for youth without disabilities. If we are to see improvements in postsecondary outcomes for all youth, reform efforts must begin with active participation of both general and special educators and critical home, school, and community stakeholders. In the Division on Career Development for Exceptional Individuals’ position paper, we discuss the evolution of transition in light of reform efforts in secondary education. We review and identify secondary educational initiatives that embrace transition principles. Finally, recommendations are provided for advancing alignment of transition services with secondary education reforms.

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Section: Recommendations For Future Policy and Practicesmentioning

confidence: 99%

Aligning Transition Services With Secondary Education Reform

Morningstar

Bassett

Kochhar-Bryant

et al. 2012

Career Development and Transition for Exceptional Individuals

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“…Specifically for the transition area, Kohler (1998) suggests three levels of parental involvement in school transition services: participation, empowerment, and training. Wandry andPleet (2003, 2009) say that parents play an essential role during the transition process; parents act as collaborators, evaluators and decision-makers, peer mentors, student self-reliance instructors, and systems change agents. Student and parent participation remains among transitional services' highest national challenges (Johnson, Stodden, Emanuel, Luecking & Mack, 2002;Purwandari et al, 2022).…”

Section: A Introductionmentioning

confidence: 99%

The Role of Parents in Implementing the Post-School Transition

Azizah,

Diniarti,

Umar

et al. 2024

jip

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The importance of parental involvement in every student's school life has been well-documented in various studies. However, empirical data in the field show that some parents of students with disabilities in Yogyakarta did not fully participate in it. This study aimed to describe the role of parents of students with disabilities in implementing the post-school transition. This study employed qualitative method and used interviews as data collection. The participants in this study were six parents of students with disabilities. This study also revealed that implementation of the transition program post-high school could succeed from parental efforts, namely: 1) the role of students were unique in the implementation transition post-school, 2) the parental role of the students’ need, particularly in the implementation of the transition period post-school, 3) the role of parents students’ need particular in giving training family in implementation of the transition period post school. However, there were a number of possible obstacles to influencing transition program success post-school, namely 1) concern about accompanying child post-school, 2) parents not knowing IEP, 3) parents not being involved in programming, and 4) parents empowerment as companions still less.

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“…The first dimension, which relates to the involvement of youth and the promotion of self‐determination, refers to the increasing prominence of individuals and requires active participation in decision‐making in their lives and learning processes (Powers, Deslher, Jones, & Simon, 2006). The second refers to the involvement of families, which are considered contributors to the learning process of the youth (O‘Connor, 2008; Wandry & Pleet, 2012). In line with these two dimensions, the third is based on the characteristics and needs of an individual and the systematic (Cummings, Maddux, & Casey, 2000) and customised (Martin, Zhang, & Test, 2012) planning of the transition services.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the implementation level of best practices to facilitate the transition of young people with intellectual disabilities from childhood to adulthood in the Basque Country

Atutxa

Martínez-Rueda

Lasa

2020

Brit J Learn Disabil

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Accessible summary The literature has identified practices that should be implemented by transitional educational programmes. We asked professionals in schools and visited three schools to identify if these best practices are being applied. Although these best practices are being realised partially, there are differences between the opinions of professionals and the practices of centres. The main differences are related to individualised planning, participation of families, and coordination between centres. Abstract BackgroundAlthough studies have long identified the practices that must be included in transition programmes to improve the outcomes for young people with intellectual disabilities when becoming adults, less information is available regarding the degree to which those best practices are being developed and/or implemented. Materials and methodsThis exploratory research assesses the implementation level of those best practices in a school programme to facilitate the transition to adult life in the Basque Country, Spain. The opinions of professionals were asked through an ad hoc questionnaire, and a case study of three schools was conducted through observation, documentation analysis, interviews and focus groups. Results and discussionThe professionals were found to have a positive opinion of the implementation degree of the best practices, except for the inclusion dimension. Although analysing the cases partially confirmed this opinion, contradictions emerge as these best practices cannot always be identified in the running of schools. The dimensions with major discrepancy are related to the individualised transition planning, family involvement and interagency collaboration. ConclusionDespite having identified best practices in all dimensions, delving deep into the professionals' understanding concerning best practices is crucial.

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Family Involvement in Transition Planning

Cited by 3 publications

References 0 publications

Aligning Transition Services With Secondary Education Reform

Aligning Transition Services With Secondary Education Reform

The Role of Parents in Implementing the Post-School Transition

Analysis of the implementation level of best practices to facilitate the transition of young people with intellectual disabilities from childhood to adulthood in the Basque Country

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