effectively engaging families in the transition process oklahoma transition institute 2010 catherine...

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


Three Information Centers


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.


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


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

http://www.worksupport.com/training/freeWebcast.cfm/121

http://www.worksupport.com/training/freeWebcast.cfm/122


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


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.


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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.

© 2010 Parent Educational Advocacy Training Center www.peatc.org

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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


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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


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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


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


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)



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.



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.



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



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


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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


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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


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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.


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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


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.



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?


PEATCParent Educational Advocacy Training Center


Toll Free 1-800-869-6782 Fax 1-800-693-3514E-mail [email protected]

Hablamos EspañolTambién puede escribirnos a través del correo electrónico a la

siguiente dirección, [email protected]

PEATC Headquarters100 North Washington

StreetSuite 234

Falls Church, Virginia 22046-4523

1-703-923-0010 (Voice/TTY)

Richmond Regional Office3600 W. Broad Street

Suite 397Richmond, VA 23230

1-804-819-1999 (Voice/TTY)

mailto:[email protected]

mailto:[email protected]

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Evaluation


effectively engaging families in the transition process oklahoma transition institute 2010 catherine...

Documents

transition http

responsibilities http

acquisition http

college http

timeline http

parent training

creative opportunities

work program http