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The domain I have selected based on the Quality Indicators results from Project 1 is
Family Involvement, since it would appear to be the most critical domain in need of
improvement for the district I investigated. Overall according to the Quality Indicators of
Exemplary Transition Programs (QI-2) questionnaire, Family involvement (2.50) is the domain in
need of the most work with the highest indicators being, the family's needs and supports are
taken into consideration during transition planning and information and training are provided
to families about transition. While the lowest indicators in this domain being, family members
are actively involved throughout the transition planning process and supports are in place to
involve family members in transition planning meetings (e.g., flexible time and location,
language interpreter). With this domain being such a critical indicator of post-secondary
success I felt it made the most sense to focus my attention on where and how family
Promote a family
centered approach by
using a student self-
directed IEP.
Defur, S. H., Todd-Allen, M., 1. The purpose of this According to this study
&Getzel, E. E. (2001). Parent study was to gain a parents of
participation in the transition deeper understanding adolescents with
planning process. Career of (a) Virginian disabilities consistently
Development for Exceptional families experiences identified the quality
Individuals, 24(1), 19-36. in transition planning, of the relationship
(b) family relationships they had with service
with school providers as the key
professionals in the factor that affected
transition planning the familys
process, and (c) involvement in
implications for policy transition planning.
and practice that
promote and enhance researchers that have
the full participation of explored factors
all families in influencing post-
transition planning. secondary transition
outcomes report
family involvement as
key to successful post-
school transitions for
young adults with
disabilities
process.
Avoid barriers to
parent participation
that may include, not
seeing parents as
capable teachers;
thinking parents are
too emotionally
involved; keeping
family in passive roles
thinking the process
may be too complex
for them.
current research.
Five categories are
3. To address the extent recognized being
and fidelity of the effective student-
implementation of focused planning,
transition practices student development,
and synthesize aspects interagency and
of transition-focused interdisciplinary
education that are collaboration, family
involvement, and
unique to special
program structure.
education.
Three aspects of family
involvement focus
specifically on,
participation and roles,
empowerment, and
training (Kohler, 1996,
1998). Participation
practices focus on a wide
array of roles through
which families might be
involved in planning and
delivering individual-
and community-level
transition education and
services, such as
assessment, decision
making, policy
development, and as
trainers.
Website Abstracts:
Summary of Findings:
Articles: The common theme across all articles was how research supports family involvement
as one of the largest predictors of success for students, especially students with special needs.
With this being such an important quality indicator, I was surprised that I was not inundated
with an abundant amount of articles to choose from. It would seem that more research needs
Largely, the articles I chose explained the five indicators to success being, effective student-
involvement, and program structure. Each article describes ways to include family in the
transition planning process, while also respecting cultural and linguistic differences.
Websites: What I liked most about these websites was how user-friendly they are. I knew a
specific domain to target, my interest being family involvement, but was able to easily access
multiple quality indicators for additional information. Specifically for family involvement and
collaboration, I was able to see the national standards, as well as some supporting research and
evidence. I found both websites incredibly helpful. NSTAC included information on family
relationships and support and how it can play a particularly influential role in the lives of youth
Amber Gilbert
Sped 856: Transition Education and Services
Running Assignment Part Two
from diverse cultural communities. When looking at the NCSET website, I was happy to see how
many other resources were available not only to transition, but supporting topics like Universal
Overall: My biggest take-away from both the articles and the websites would have to be how
incredibly important family involvement really is. I read and re-read both on the websites, and
within the articles, how it is possibly the largest indicator of successful outcomes for students in
transition. When looking at possible pitfalls to avoid, another theme seemed to present itself,
that of parents feeling not included or valued in the transition process. For the school district
that I did my quality indicator survey with, family involvement was the lowest scoring indicator.
There needs to be more attention given to involving these families. Support coordinators,
educators and administration, need to spend more time going out of their way to motivate
families and be careful not to alienate them. Family and student support systems (guardians,
teachers, neighbors, etc) need to be respected, collaborated with and included if we are to