Involving Parents of Adolescents with Disabilities in Transition Planning
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초록
The importance of parental involvement in the transition process has been recognized as a critical indicator of successful transition planning. During the transition years, parents can and should play as collaborators,decision makers, evaluators, role models, trainers, mentors, instructors, and system change agents both in school and in adult service agencies. Among such various expected roles, the 2004 amendments of the Individuals with Disabilities Education Act (IDEA) promote parents’ active participation in evaluation activities and decision-making process. Although this role is clearly recognized by law, parents and professionals do not always wholly understand, in part because the roles that parents are expected to play have not evolved fully. In addition, parents often defer to educators, and educators often do not believe that parents can contribute substantially to the process. While federal legislation has confirmed the roles of family involvement,attention on the roles of families of students with disabilities is less evident. Therefore, this study intended to explore the current status of parent involvement in transition planning for families of students with disabilities, examine the barriers placed on such parents, and finally recommend strategies to address the partnerships between parents and school programs during the transition period.
Abstract
The importance of parental involvement in the transition process has been recognized as a critical indicator of successful transition planning. During the transition years, parents can and should play as collaborators,decision makers, evaluators, role models, trainers, mentors, instructors, and system change agents both in school and in adult service agencies. Among such various expected roles, the 2004 amendments of the Individuals with Disabilities Education Act (IDEA) promote parents’ active participation in evaluation activities and decision-making process. Although this role is clearly recognized by law, parents and professionals do not always wholly understand, in part because the roles that parents are expected to play have not evolved fully. In addition, parents often defer to educators, and educators often do not believe that parents can contribute substantially to the process. While federal legislation has confirmed the roles of family involvement,attention on the roles of families of students with disabilities is less evident. Therefore, this study intended to explore the current status of parent involvement in transition planning for families of students with disabilities, examine the barriers placed on such parents, and finally recommend strategies to address the partnerships between parents and school programs during the transition period.
참고문헌 (26)
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