Effectively Engaging Families in the Transition
Process
Oklahoma Transition Institute 2010
Catherine Burzio, Transition CoordinatorPEATC
©2010 Parent Educational Advocacy Training Center www.peatc.org
Parent Training and Information Center
Parent Information Resource Center
Parent Center on Secondary Transition
©2010 Parent Educational Advocacy Training Center www.peatc.org
Three Information Centers
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Primary Goals and Objectives
*Provide individual assistance
*Deliver Next Steps workshops.
*Work with VCU-RRTC to produce webinars.
*Plan for a sustained Next Steps effort.
*Ensure parents receiving services have enhanced knowledge and understanding of vocational rehabilitation services.
*Ensure developed products and services improve vocational rehabilitation service utilization.
©2010 Parent Educational Advocacy Training Center www.peatc.org
Outreach to Families
Telephone, e-mail, web based information
Reaching culturally and linguistically diverse families by leveraging the resources of our Spanish speaking staff
Being aware of the generational differences in learners
©2010 Parent Educational Advocacy Training Center www.peatc.org
WebinarsYear One
Laying the Groundwork for Transitionhttp://www.worksupport.com/training/freeWebcast.cfm/121
Exploring the Future & Creating a Timelinehttp://www.worksupport.com/training/freeWebcast.cfm/122
Challenging Tradition through Life Long Learning & Economic Empowermenthttp://www.worksupport.com/training/freeWebcast.cfm/123
©2010 Parent Educational Advocacy Training Center www.peatc.org
WebinarsYear Two
From Segregated to Customized: The Shift to Personalized Employmenthttp://www.worksupport.com/training/freeWebcast.cfm/136
In Support of Supported Decision-makinghttp://www.worksupport.com/training/freeWebcast.cfm/137
Assistive Technology & Transition: Evaluation, Identification, & Acquisitionhttp://www.worksupport.com/training/freeWebcast.cfm/138
Opportunities Offered through Career Tech Edhttp://www.worksupport.com/training/viewWebcast.cfm/139
Transition and the Arts: Tapping into Creative Opportunities http://www.worksupport.com/training/viewWebcast.cfm/140
Student Voice: The Transition to College http://www.worksupport.com/training/viewWebcast.cfm/141
©2010 Parent Educational Advocacy Training Center www.peatc.org
WebinarsYear Three
Straight Talk about Accommodation and Self-Disclosure http://www.worksupport.com/training/viewWebcast.cfm/161
Don’t Leave School Without It-What’s in Your Wallet? the National Youth Leadership Network http://www.worksupport.com/training/viewWebcast.cfm/162
Guardianship – Rights, Risks, and Responsibilitieshttp://www.worksupport.com/training/viewWebcast.cfm/163
Parents As Essential Partners in Transition http://www.worksupport.com/training/viewWebcast.cfm/164
The New Ticket To Work Program http://www.worksupport.com/training/viewWebcast.cfm/165
Universal Design for Learning-a Pathway for Lifelong Learning http://www.worksupport.com/training/viewWebcast.cfm/166
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As a result of this presentation, participants
will begin to: • Understand historical perspective of
family involvement.• Understand the impacts of parenting
behavior on involvement.• Relate the top ten considerations for
transition planning to parent involvement.
• Understand how families want to be involved in their children’s transition.
• Share strategies for engaging families.
©2010 Parent Educational Advocacy Training Center www.peatc.org
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©2010 Parent Educational Advocacy Training Center www.peatc.org
Where are the parents?
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Federal Disability Policy
IDEA:Congress finds:Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society.
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TRANSITION
Building the case for parent involvement
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National Council on Disability
“In the face of the data provided on transition needs, it should come as no surprise that an overwhelming number of youth with disabilities are under educated, under qualified for today’s job market or unemployed, and unprepared for the rigors of post-secondary education.” - Transition and Post-School Outcomes for Youth with Disabilities: Closing the Gaps to Post Secondary Education and Employment , 2000
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Recent Census Report:Employment
56% peoplewith disabilities employed
88% people without disabilities employed
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Importance of post secondary education for
employment in 21st Century economies
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What’s different about IDEA 2004 transition?
Transition planning is designed to be within a results-oriented process, that is focused on improving the
academic and functional achievement of the child with a disability to facilitate the child’s
movement from school to post-school activities and includes
measurable postsecondary goals
©2010 Parent Educational Advocacy Training Center www.peatc.org
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Parent Involvement in Education
30 years of research“When families of all backgrounds are engaged in their children’s learning, their children tend to do better in school, stay in school longer, and pursue higher education. Clearly children at risk of failure or poor performance can profit from the extra support that engaged families and communities provide.”
Henderson, Mapp- Beyond Bake Sales
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Historical Perspective
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Planning for a self-determined life?
“…planning for guardianship was separated from the transition planning process and that full guardianship had become the set path for every student in the educational program.” --CEC Journal: Education and Training in Developmental Disabilities Erin M. Payne-Christiansen and
Patricia L. Sitlington, Spring 2008
©2010 Parent Educational Advocacy Training Center www.peatc.org
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How do parenting behaviors impact involvement in
transition?
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“The support and expectations that parents provide to their children
have far greater influence on children than any other identifiable
demographic such as income or race.”
–Doren, Bonnie. Lauren Lindstom. Pam Johnson. Jennifer Metheny. Claire Zane. “Transition to Employment: Role of the Family in Career Development.” Council for Exceptional Children. Vol 73, No.3, pages
348-366, Spring 2007
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The Advocate
©2010 Parent Educational Advocacy Training Center www.peatc.org
The Indulgent Parent
The Withdrawn Parent
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Benefits of having families involved
1. Knowledge fund2. Preparation of families for new roles
with adult service world3. Collaborative partnerships result in
more effective future oriented goals and objectives
4. Gives parents and students opportunities to practice new roles
©2010 Parent Educational Advocacy Training Center www.peatc.org
Parents Are More Likely to be Involved When:
*Parents understand they SHOULD be involved
*Parents feel CAPABLE of making a contribution
*Parents feel INVITED by the school and their children(Hoover-Dempsey and Sandler, 1997)
©2010 Parent Educational Advocacy Training Center www.peatc.org
©2010 Parent Educational Advocacy Training Center www.peatc.org
Parent Involvement Survey Themes and
Recommendations
Schools help parents be more involved in transition planning by asking their opinions at IEP meetings, inviting them to transition related school based events, and by calling home to discuss student’s progress good or bad.
Recommendation:
Parents want and need schools to demonstrate respect and to actively communicate with them in whatever means possible.
©2010 Parent Educational Advocacy Training Center www.peatc.org
Parent Involvement Survey Themes and
Recommendations
What prevents my participation in IEP planning is that I do not feel my opinion is respected, a lack of time, a lack of vision for future possibilities.
Recommendation:
Take advantage of the guidance office resource library model and add to the vast college literature with non-college literature such as information regarding adult serving agencies; assistive technology loan funds; supported employment, and community living options.
©2010 Parent Educational Advocacy Training Center www.peatc.org
Parent Involvement Survey Themes and
Recommendations
Parents define transition across a continuum of services and activities. It is not just about participating IEP meetings
Recommendation:
Parent involvement in transition when narrowly defined as attendance at IEP meetings creates missed opportunities for asking families how they see their involvement and engaging in a discussion about all the ways parents and students are planning for life after high school
©2010 Parent Educational Advocacy Training Center www.peatc.org
Parent Involvement Survey Themes and
Recommendations
“PLEASE start this process sooner than required age 16. Parents aren't "ready" to hear
this until later but we NEED to have this hammered home (i.e. exposure) at an earlier
age.” – a parent
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Top Ten Things to Consider in Transition:
1.Start early2.Use a common
language3. Ask questions,
Then ask again!4.Be clear on
Entitlement vs. Eligibility.
5.Find out what exists and what doesn’t exist
6. Is transition a time of crisis or opportunity?7. Look at what has worked and what hasn’t8. Redefine the concept of seamless transition9. View families as assets10. Students are not the only ones in transition
©2010 Parent Educational Advocacy Training Center www.peatc.org
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What parents really want for their children with disabilities -Dennis, Williams, Giangreco, & Cloninger, 1993).
• To be safe and healthy
• To have a home where they can live now and in the future (e.g., with a family or friends; supported apartment)
• To have friends and other personally meaningful social relationships
• To have access to a variety of places and activities available to people without disabilities (e.g., general education schools and classes, supported employment (community facilities/activities)
•To use communication and self-advocacy to exert choice and control that match their ages and cultural contexts
•To have access to supports and skill development to pursue lifelong learning
•To pursue personal growth (e.g., creative outlets)
•To ensure that their children are contributing to their community
©2010 Parent Educational Advocacy Training Center www.peatc.org
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Other findings:“Parent Involvement in Transition
Programs”
Survey of 200 families across the US who had a son or
daughter with disabilities in the age range 14-25
Jeff McNair and Frank R.
Rusch 1990
©2010 Parent Educational Advocacy Training Center www.peatc.org
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Parents hopes and dreams
What do you imagine will occur?
*Living at home - 54.8
*Living in the community - 27.4
*Holding a job in community - 48.8
*Earning min. wage or above - 52.4
*Living in a state institution - 0.0
What would you like to occur?
*Living at home - 25.6
*Living in the community - 41.5
*Holding a job in the community - 67.1
*Earning min. or above - 82.1
*Living in a state institution - 0.0©2010 Parent Educational Advocacy Training Center www.peatc.org
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“Parents of Transition Aged Youth: What Activities and Outcomes do they Value?” Meg Grigal University of MD -2001
• Parents of students with Low Incidence Disability rank life skills instruction high and academics low.
• Parents of students with High Incidence Disability rank academics high and community based instruction low.
• Self-determination was ranked as 3rd or higher in importance by 50% of both parent groups.
©2010 Parent Educational Advocacy Training Center www.peatc.org
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What kinds of involvement
would you like to have? Jeff McNair and Frank R. Rusch 1990
• A member of the transition team 68.0%• A equal part of the decision making 78.7%• Involved in finding potential job placements 54.7%• Involved in finding potential community living
arrangements 49.3%• The person who makes all the decisions 21.3%• A resource person called upon only if needed 16.0%• No involvement, I’d rather leave it up to the
professionals 1.3%
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Where is the disconnect? Here’s what parents tell
us:
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System Urban Legends
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Stressors related to parent involvement
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Special Education Cycle
Referral
Eligibility
Evaluation
IEP
Instruction & Monitoring
Annual Review
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The Parent Cycle
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Awareness
Information Gathering Programming
Acceptance Planning
Checking Up
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Psychosocial Aspects of Disability
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Time Crunch National Study of the Changing Workforce
Families and Work Institute 2002
• 67% of employed parents say they don't have enough time with their children
• Employed parents (defined as having at least one child under 18 living at home half time or more) report working a total of 44 hours a week on average at their main jobs.
• Employed fathers work 48.3 paid and unpaid hours per week at their main jobs. Fathers in dual-earner couples work 49 hours at their main jobs-perhaps surprisingly, even longer hours than fathers in single earner-couples, who work 47.3 hours.
• Employed mothers with a child under the age of 18 work a total of 39.6 paid and unpaid hours on average at their main jobs, virtually the same number of hours as all women.
©2010 Parent Educational Advocacy Training Center www.peatc.org
©2010 Parent Educational Advocacy Training Center www.peatc.org
Technology
IEP ChecklistFree App for
iPhoneiPod Touch
iPAD
To see a demo please visit
www.peatc.org
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Partners Needed…
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What does it take to get families involved?
• Honor the contributions families do make• Take time to learn about each student’s
family • Help ensure families feel welcome in the
broader school community• Establish a structure for ongoing
communication • Share the transition curriculum • Involve families in all assessment processes• Ask, what do families need to be involved?
©2010 Parent Educational Advocacy Training Center www.peatc.org
PEATCParent Educational Advocacy Training Center
©2010 Parent Educational Advocacy Training Center www.peatc.org
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StreetSuite 234
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Evaluation
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