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 Use school resources for supporting culturally and linguistically diverse families
3.6 Promote cultural responsiveness in transition planning
3.7 Develop relationships with families through shared problem solving
3.8 Provide information to families about transition, community agencies, and post-school options
3.9 Provide training to parents/families about transition topics
3.10 Understand different family beliefs, values, and practices
3.11 Explain the values and beliefs underlying transition to diverse families
3.12 Connect with cultural organizations to ensure the involvement of diverse families
For support teams working with families of individuals with disabilities, it is essential to set time aside to fully listen to family plans and provide multiple opportunities for input. "Parent input in making IEP decisions is associated with positive outcomes for students (Kurth, 2019)." Parents and caregivers know and understand their students best and give insight into the IEP process. When applicable, educators should provide time for feedback and training to help the families understand the IEP process. Different families may have different needs and see students' plans differently. According to Wagner (2012), research concerning parent involvement works to "reinforce the importance and value of parents' involvement in their children's education (p.151)".(3.1,3.2.3.4)
Parent interviews, text, communication journals all help provide communication opportunities. Educators need to consider individual family plans while simultaneously evaluating cultural needs and remaining aware and implementing best practices in the classroom and at IEP meetings.(3.5,3.6,3.7,3.8)
Diverse families have diverse needs. When working with families of Culturally Diverse Learners (CLD), special education teachers and service providers need to acknowledge both student and family input while working to understand that as a member of the dominant culture, there may be differences in opinions and goals students with disabilities. "Special education professionals should take actions to adjust their plans and increase communication and understanding when working with CLD families (Pang, 2011)".(3.5,3.6)
In my practice, I try to consistently utilize school resources such as translators trained in special education practices, community liaisons, and translated transition information. Such resources can help families feel more comfortable asking questions and working to have their student's needs met.
While keeping the concerns and goals of the family in mind, it is also essential to offer opportunities for students to understand self-advocacy skills and goal planning in the IEP process. Students may need some training to help lead a meeting, and some families have self-advocacy implemented in the home. Students and families may like to attend meetings before transition age. When they attended such meetings, almost half of the students were reported to have provided ‘some input’ regardless of age (Wagner, 2012, p.151). Students and families who are part of the team instead of across-the-table meetings are goals educators should strive for in their professional practice. Students who can participate and help lead meetings are more likely to have better satisfaction with the IEP process and better outcomes overall. Student participation may vary based on family wishes, and teachers need to acknowledge the family wishes while promoting best practices duly. Understanding cultural differences and working with families can help strengthen relationships in the transition process and result in better outcomes for students. (3.3,3.4,3.8,3.9)
