DOMAIN 3

Information and Artifacts

FAMILY INVOLVEMENT IN PRACTICE

Family Involvement is critical in theory and practice when discussing the successful transition of youth with disabilities. Family involvement in transition takes many forms. Attending meetings, planning for the future, communicating student strengths, interest and needs outside of the educational setting, providing ideas for natural supports, and providing emotional support are all ways in which families can be involved in the transition process.  The level of involvement of families in the transition planning process will vary. Family structure, culture, and severity of the disability of the student are all factors that impact the overall level of involvement (Raghavan, Pawson & Small, 2012, p. 936). Past experiences, personal beliefs, knowledge of the transition process, connections to supports or resources, and plans for the future are also factors which influence involvement. “Religious views could also influence access to services and transition outcomes. Beliefs, attitudes and practices may be incompatible with the services offered and with the transition goals set” (Raghavan, et al., 2012, p. 943). Some families view the transition from high school to college as a time to step away, and for the student to take charge of his or her life. Some families view the transition as something that must be managed by the family. Other families may view this process as intimidating or something to fear; particularly when they lack information, resources and support. It is critical that the transition specialist or case manager have an understanding of how these factors influence the families with which they work; and have the skills to be able to work with families who may participate at varying levels of involvement depending on their individual circumstances.

As a teacher and case manager, I am more effectively able to support students and families when I have a strong relationship with them. One of the most important ways I promote family involvement is by establishing good rapport with my students and their family. I conduct communication at a level with which parents are comfortable, and by asking for their input. I typically have students on my case load for 2 to 4 years, making it easier to build relationships gradually over time. I ask for information from parents in the form of home notes, surveys, questionnaires, and discussions. I communicate through home notes (daily or weekly as they prefer), emails, phone calls, and through in-person discussions. Due to the nature of the self-contained program I teach, I have fewer students and families to work with, and generally have more time with my students each day in the classroom setting in addition to having them on my case load for multiple years.

The nature of the information I discuss with my students and families is also unique. This does not mean that other important topics are not discussed, however, addressing their immediate concerns first helps to pave the way for more discussions. Information about typical transition-related services such as post-secondary education and training, and services available through vocational rehabilitation is important, but most of my students’ families are more directly concerned with guardianship and post-secondary adult services available to them; factors that more immediately impact their lives and the lives of their transition aged youth.

Guardianship is a confusing topic for students and families. In my experience, families from Hispanic cultures struggle the most with understanding why guardianship must be discussed at all. They imply that their child’s obvious disability should be reason enough for them to be consulted for any decisions, and do not understand the various medical and legal situations in which their child with a moderate-to-severe intellectual disability is viewed as being incapable of providing informed consent. As a case manager, I refer families to the local Family Division Self-Help Center of the district court offices for access to forms required for guardianship and the Washoe County Public Guardian for training to learn more about the process. I do explain to families that there are many options and alternatives to guardianship but advise them to seek information through the available resources to unravel the legal implications as it relates to their circumstances. Immigration status has been a significant hurdle for some families, which limits their options due to their desire to avoid circumstances in which immigration or citizenship may come into question. Particularly with complex situations such as dealing with immigration status of parents and children, it is apparent “that individuals with disabilities, families, and educational and legal practitioners need more education and training about the full range of issues that revolved around guardianship” (Jameson et al., 2025, P. 47). Another option available to families in my county, include the parental retention of educational rights for parents of students with intellectual disabilities. This process only effects educational rights and access to records and does not translate into the world outside of school. I present this information to parents well before the student’s 18th birthday to give them time to discuss it as a family. I clarify that the student is able to continue to invite parents to their own meetings and continue to consult their families about decisions, but that once the child turns 18, the educational rights will transfer to them.  If necessary, I will obtain assistance in explaining all of this information through the use of district-provided interpreters if it is discussed at an IEP meeting, or our bilingual school-based parent involvement facilitators (PIFs) if we are discussing it outside of an IEP meeting. Although most of my students’ families are literate in Spanish, some are not. It is critical that information is communicated to families in a way they can understand, and not only presented in written format.

Many parents do not understand federal requirements placed on professionals regarding the transition process. Raghavan et al. found that “parents were often confused about the process and had limited information about future options” (2012, p. 936). It is up to the professional to communicate these requirements and postsecondary options in a way students and families can understand. In some situations, students and families can be incredibly resistant to discussions and processes around transition. It is imperative that professionals consider the impact of transition on the student and the family, as well as take into consideration the influences of different family roles and culture.

One way to increase family involvement in the transition process, is to help the family connect with adult service providers if their child may benefit from these services after exiting the school system. Pleet-Odle et al. emphasize the importance of ensuring “adult service providers attend Individualized Education Program (IEP) meetings” in order to help establish relationships between families and providers “prior to the student’s graduation from high school” (2016, p. 251). Obtaining consent from the parent in order to have someone from the outside agency is necessary but it is important to note that parental consent does not indicate agreement or understanding about the role and resources that outside agency will be presenting. I have experienced situations where parents agreed to have a person from an agency present at a meeting but were absolutely unwilling and angered about discussing the services that agency may be able to provide. This taught me the importance of discussing both federal requirements placed upon case managers, as well as options available to students with disabilities and the shift from entitlement to eligibility after their child graduates from high school (Pleet-Odle et al, p. 252). I make it a point to assure parents that I am not interested in making decisions for them or their child, only in presenting the options and information to better discuss and determine their child’s particular transition-related needs. I am a facilitator of information, not a decider of what will happen for my students in future. It is also important to note that I am a middle-class white female with a great deal of education working with students from economically, culturally and linguistically diverse backgrounds. I understand that they may have experiences, beliefs, values, and practices which differ from mine, and am careful to present transition in a way that takes this information into consideration. I encourage students and parents to bring additional people to IEP meetings and any other planning meetings. Often times siblings, grandparents and other individuals who are close to the family or student have additional information or ideas to share. The inclusion of these people provides a more detailed account of the students’ strengths, needs and interests. As many of my students already have additional providers through state disability services, those case managers or service providers are also valuable members of the team and can discuss the services they provide outside of school.