Domain 3: Family Involvement
3.1 Understand and consider the impact of transition on the family.
3.2 Facilitate involvement of families in the transition planning process.
3.3 Identify specific family roles during transition planning.
3.4 Identify family needs related to transition.
3.5 Using school resources for supporting culturally and linguistically diverse families.
3.6 Promote cultural responsiveness in transition planning.
3.7 Provide information to families about transition, community agencies, and post-school options.
3.8 Provide training to parents/families about transition topics.
3.9 Understand different family beliefs, values, and practices.
3.10 Explain the values and beliefs underlying transition to diverse families.
3.11 Connect with cultural organizations to ensure the involvement of diverse families.
References
Bluestein, C.L., Carter, E.W., McMilan, E.D. (2016). The voices of parents: Post–high school expectations, priorities, and concerns for children with intellectual and developmental disabilities. Journal of Special Education, 50(3), 164-177.
The ARC of Texas. (2016). Alternatives to Guardianship. Retrieved from https://www.thearcoftexas.org/alternatives-to-guardianship/
Greene, G. (2011). Transition Planning for Culturally and Linguistically Diverse Youth. Baltimore, Maryland: Paul H. Brookes Publishing Company.
Greene, G. (2014). Transition of culturally and linguistically diverse youth with disabilities: Challenges and opportunities. Journal of Vocational Rehabilitation, 40(3), 239-246.
Kim, K. H., & Morningstar, M. E. (2005). Transition planning involving culturally and linguistically diverse families. Career Development for Exceptional Individuals, 28(2), 92-103.
Morningstar, M. E., Turnbull, A. P., & Turnbull, H. R. (1995). What Do Students with Disabilities Tell Us about the Importance of Family Involvement in the Transition from School to Adult Life? Exceptional Children, 62(3), 249–260. https://doi.org/10.1177/001440299606200306
Payne-Christiansen, E. M. & Sitlington, P. L. (2008). Guardianship: Its role in the transition process for students with developmental disabilities. Education and Training in Developmental Disabilities, 43(1), 3-19.
Schirmer, R. (2018, December). My Transition Guide. Sped 859: Interagency Services for Transition to Adulthood. University of Kansas. Lawrence, KS.
Schirmer, R. (2018, October). CLD Survey and Reflection. Sped 859: Interagency Services for Transition to Adulthood. University of Kansas. Lawrence, KS.
Texas Parent to Parent. (2019). Pathways to Adulthood Transition Program. Retrieved from https://www.txp2p.org/services/services-for-parents-pathway-to-adulthood.
The Center on Disability and Development at Texas A&M University, The Secondary Transition/Post-School Results Network, and the Texas Education Agency. (2019). Texas Transition Conference. Retrieved from http://ttc.tamu.edu/sites/ttc.tamu.edu/files/TTC%20Program%20020119_0.pdf
Turnbull, H. R., Stowe, M., & Huerta, N. (2007). Free appropriate public education: The law and children with disabilities. Denver, CO: Love Publishing Company.
Families are a crucial partner in transition planning (Blustein, Carter, McMillan, 2016). IDEA 2004 seeks to highlight the importance of parent participation as one of it's six principles (Turnbull, Stowe, Huerta, 2007). Students with disabilities preparing for transition also view their family as an integral part of their future planning. Families play many roles in transition planning and support in post-secondary goals. They may be links to employment, a place to live and continue to develop independent living or provide financial support both directly or indirectly (Morningstar, Turnbull, Turnbull, 1995). Transition planning should be an ongoing process that involves students, families, school professionals, and community agencies when applicable.
Competencies addressed: 3.1, 3.2, 3.4, 3.7
Family Involvement
Currently there is a lack of research into transition planning for students and families of culturally and linguistically diverse families (Kim & Morningstar, 2005). Limited research has revealed there are several barriers impacting CLD families which results in lower outcomes in achieving post-secondary goals and families taking a more passive role in the planning process (Kim & Morningstar, 2005 and Greene, 2014).
Recommendations have been made to schools and transition teams to break down barriers preventing families from fully engaging in IEP and transition planning meetings.
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Increase professional's cultural competence (Kim & Morningstar, 2005).
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Teams can review their CLD knowledge to learn how they can improve their cultural competence by taking the CLD survey and reflecting (Greene, 2011).
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Use practices that promote cultural reciprocity such as culturally responsive communication (Greene 2014).
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Establishing respect for family's perspectives regarding disability and vision for their child's future (Greene, 2014).
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Demonstrate commitment to the family (Greene, 2014).
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Share equal power in decision making process (Greene, 2014).
Competencies addressed: 3.5, 3.6, 3.9
Culturally and Linguistically Diverse Families
Age of Majority is a critical point in the transition planning process because it is when schools are required to inform families about guardianship and its alternatives one year before the student legally becomes an adult (Payne-Christiansen, 2008).
Professionals should work with families to inform them about guardianship and that there are alternatives to guardianship. One way to think about guardianship is by making a connection to how it is similar to Least Restrictive Environment considerations in the IEP with guardianship being the most restrictive option and students retaining their rights as the least restrictive. There are many supports that can be provided on this continuum. Determining which option is right for a student can be done by considering the needs of the student as identified by the transition team through assessment.
The ARC is a great resource for families and professionals to gain more information about the array of options regarding guardianship.
Additionally, many regional teacher service centers offer transition fairs annually to link students and families to resources.
Parent led organizations like Texas Parent to Parent offers families resources from other parents who have gone through the IEP and transition planning process.
Competencies addressed: 3.8