Family-Professional Partnerships in Postsecondary Education Programs: Perceptions of Professionals

Francis, G.; Stride, Ashley; Reed, Sean M; Chiu, Chun Yu

doi:10.1352/2326-6988-5.4.263

Cited by 3 publications

(3 citation statements)

References 37 publications

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“…Table adaptedfromFrancis et al (2017). University statistics were retrieved from respective university websites and reflect data from autumn 2016.…”

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confidence: 99%

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

Francis¹,

Stride²,

Reed³

2018

British J Special Edu

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Effective transition planning is critical for young adults with disabilities to experience positive post-school outcomes, including employment, living in a place of their choice and engaging in social activities. However, these outcomes are often marred by barriers such as poorly constructed transition plans, low expectations and a lack of available services. While researchers have investigated transition strategies, there remains uncertainty in the field regarding the effectiveness of strategies used in high school and college. This study investigated the perspectives of parents of young adults with intellectual and developmental disabilities as they supported their young adults in transitioning from high school and college. This study reports findings from semi-structured interviews conducted with 26 parents of young adults with intellectual and developmental disabilities who graduated from a post-secondary education programme in the US. Participants described seven primary strategies: starting earlier; maintaining high expectations; permitting choice and risk; recognising family interdependence and involvement; prioritising parent skill development and support; maximising technology; and promoting inclusion. Study findings provide numerous practical strategies that participants employed or believed to be beneficial during transition. Implications for practice and research are discussed.

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“…Table adaptedfromFrancis et al (2017). University statistics were retrieved from respective university websites and reflect data from autumn 2016.…”

mentioning

confidence: 99%

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

Francis¹,

Stride²,

Reed³

2018

British J Special Edu

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“…Considering that professionals' perspectives often significantly differ from parental assessments of participation and involvement, it seems important to incorporate professionals' perspectives, and create a more balanced and representative evidence base to inform future education initiatives (Geenen, Powers, & Lopez-Vasquez, 2001). An important and preliminary step in this direction comes from findings of a study with 23 postsecondary education program staff that sheds light on positive experiences and barriers to family-professional partnerships as well as strategies to build partnerships (Francis, Stride, Reed, & Chiu, 2017). The barriers to partnership include the difficulties that families had in transitioning from an active advocate to taking on a relatively passive role in the postsecondary education setting, families' fears as their child moved toward increased independence, non-optimal levels of family involvement-either too much or too little, and finally family members' unrealistic expectations from the program.…”

Section: What Fosters Parent-professional Partnerships?mentioning

confidence: 99%

Professionals' Perspectives on Partnering with Families of Individuals with ID

John

2020

Policy Practice Intel Disabi

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Background Since individuals with intellectual disability (ID) and their parents rely on a wide variety of support and services from helping professionals such as social workers, teachers, and therapists, family‐professional partnership is an important area of research. Although past research sheds light on parental views on partnership, relatively few studies have focused on professionals' perspectives. Specific Aims The aim of this study was to capture the perspectives of ID professionals on partnering with families of individuals with ID. Method Forty‐three ID professionals participated in a focus group that included open‐ended questions on characteristics of their most and least effective partnerships with families, and supportive and challenging factors in forming partnerships with parents. Findings Thematic analyses of the focus group responses helped uncover five themes: (1) clear, honest, and respectful communication between professionals and families, (2) the quality of relationship between the professional and the client's family, (3) professionals' and parents' knowledge and experience in the ID field, (4) degree to which a family is involved, and (5) realistic expectations. Discussion These findings can inform both the training of future professionals and parent education initiatives, and in turn, positively impact the quality of parent‐professional partnerships.

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“…What should I include in that training?"). We developed this protocol based on literature on parent involvement and collaboration in high school and college (Francis, Fuchs, et al, 2016;Timmons, Hall, Bose, Wolfe, & Winsor, 2011), and previous research conducted with PSE professionals (Francis, Stride, Reed, & Chiu, 2017).…”

Section: Interviewsmentioning

confidence: 99%

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

Francis

Regester

Reed

2018

Career Development and Transition for Exceptional Individuals

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Parent involvement and parent–professional collaboration influence positive transitions from school into adult life among young adults with disabilities. However, parents frequently report being uninformed and uninvolved in transition planning and there is a paucity of information on how to develop these relationships in high school and postsecondary settings. The purpose of this study was to investigate the perspectives of parents of young adults who graduated from a postsecondary education program. We conducted semistructured interviews with 26 parents of young adults with intellectual and developmental disabilities who graduated from a postsecondary education program in the United States. Participants identified five primary barriers to parent–professional collaboration and six strategies to support parent involvement and collaboration. Implications for practice and research are discussed.

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Family-Professional Partnerships in Postsecondary Education Programs: Perceptions of Professionals

Cited by 3 publications

References 37 publications

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

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

Professionals' Perspectives on Partnering with Families of Individuals with ID

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

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