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13.2.0 The Family Role in the Transition Process |
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Louisiana Statewide Transition Project and Louisiana: Healthy and Ready to Work Fact Sheet Series |
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6/17/99 |
I. WHY IS THIS IMPORTANT?
The family is often the one constant factor
in the life of their son/daughter. In fact, a study by the Beach Center on
Family and Disability showed that the majority of young adults in their study
said that the primary influence on their future plans and career choice was
family members (Morningstar, et.al., 1995). Families have been, and will
continue to be, the main support system of all young adults, not just
those with disabilities. Thus, family participation in the transition process
can make the difference between success and failure. With this in mind, it is
critical that families know how to support their son/daughter when working with
educators and adult agency personnel.
When formally planning for life after high
school, a team of individuals who know the young adult identifies needed
transition services. This planning team, which includes the young adult and
his/her family, develops the Transition Services page of the Individualized
Education Program (IEP). The young adult's dreams and plans for life after high
school are discussed at his/her IEP meeting, and educational goals and
objectives are developed. After transition goals, needs, and services are
identified, specific educational goals and objectives are written for the young
adult's IEP that will assist him/her in achieving desired future goals.
II. KEY POINTS
Families possess unique information about
their son/daughter that is vital when planning for life after high school. They
have a long history with the young adult, including information concerning what
has worked and what has not worked. Families can help their son/daughter
express interests, needs, and preferences. They are the primary support for
young adults' dreams for the future.
The first step families should take when
supporting their son/daughter in his/her transition is to dream. Having
a vision of the future is very important when planning for the transition to
adult life. In order to develop this vision, family members should close their
eyes and imagine the future of their dreams - not what they think might happen,
but what they want to have happen. Family members should write down their
ideas, being as specific as possible. They also should encourage their
son/daughter think and talk about the future. Family members should summarize
their ideas in three to four sentences and write them down. Later, families
should bring them to the young adult's IEP meeting in order to share these
ideas with the IEP team and ask them to help identify goals.
Families can prepare and support young adults
to actively participate in their transition meetings by talking
with them beforehand about their dreams and desires for the future. They can
also encourage young adults to share their thoughts during the IEP meeting.
Families should encourage their sons/daughters to advocate for themselves at
meetings or during other discussions at which transition to adult life is
discussed, as well as in daily life. Families must recognize that young adults
need to develop skills that will enable them to make things happen.
Self-advocacy is a critical skill for young adults as they move into the
various adult agency systems, where they are increasingly called upon to make
decisions and take action for themselves.
Family members can help foster the attitude
that the young adult is in control by making sure all conversations about the
future are directed towards and held with the young adult. Should the
conversation or questions be directed towards family members, they should
re-direct them to the young adult, modeling this behavior when needed. For
young adults who have limited communication abilities, families can be a
valuable resource for informing the team members about likes, dislikes, and
preferences.
At least once a year, family members will be
asked to attend an IEP meeting at which transition to adult life will be
discussed. The young adult's teacher usually arranges this meeting and invites
the young adult, family, Local Education Agency (LEA) personnel, and adult
agency personnel when appropriate. Young adults and parents may also invite
others they would like to be there (e.g., relatives, friends, case managers).
At this meeting:
·
People will introduce
themselves and tell why they are there.
·
The group will talk
about the young adult's strengths and needs, as well as areas of concern.
·
Several different
transition planning areas will be discussed, and an overall goal may be
established in each area. These goals, as well as specific action steps to be
taken, will be written on the Transition Services page of the IEP.
Family participation and input in each of
these discussion areas is important. Information provided by families is
critical to identifying all needed transition services and resources so that
the young adult will be able to achieve identified goals. Families can share
their values and provide details about their son/daughter's personality traits,
interests, behaviors, fears, dreams, and abilities. This information will help
the IEP team better understand what services and supports may be necessary and
appropriate.
During IEP meetings at which transition to
adult life is discussed and planned for, action steps to help work towards
identified goals will be written. Action steps will be identified for not only
the young adult and LEA, but for the family as well. Families should carefully
think about what they can do to help their son/daughter achieve the goals
identified. Families often have resources and connections that can offer
invaluable assistance in the transition process.
Families, as well as service providers,
should remember that planning for the transition to adult life is not a once a
year event. Although formal planning within the IEP typically occurs annually,
all involved should continuously think about, plan for, and take action towards
the young adult's desired future. Simply having a written Transition Services
Page of the IEP does not guarantee a successful transition!
III. ROLES/NEXT STEPS
Students/Young Adults:
Young adults should talk openly and honestly
about their dreams and fears for the future with their families. Family members
are often the strongest allies of young adults, helping them work towards their
goals, while providing needed support.
Young adults should not only attend their IEP
meetings, but also take an active role in these meetings. Some young adults
even lead their own meetings! Young adults should help teachers, parents, and
others decide upon activities that will help them achieve their goals. They
must also be willing to follow through on activities that will lead to the
outcomes they want.
Families:
In addition to the many activities and
actions given in this fact sheet, families may consider assisting other
families new to the transition process. By providing insight, suggestions, and
support, families can help smooth the way for someone else.
Agencies:
LEA personnel should help families prepare
for the transition process, including IEP meetings, by providing information to
families ahead of time. Information that may help young adults and families
prepare for and participate in transition planning include the following:
·
an explanation of the
purpose of the IEP meeting and specifics about the area of transition;
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information about who
will be at the meeting and their roles;
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an explanation of the
young adult's role and the family's role in the meeting;
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information about each
of the transition target areas that will be discussed including various options
in each area; and
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an explanation of how
the transition goals will relate to the development of the young adult's
education program.
As requested, adult agency personnel should
attend meetings at which transition is discussed. They may also serve on a
local interagency transition team. By providing information to Local Education
Agencies, families, and young adults, agencies can help young adults plan for
life after high school.
IV. RESOURCES/CONTACTS
Louisiana Department of Education
Office of Special Populations
1-225-342- 3640 or 1-800-256-2766
(Toll free line reserved for parents only)
Web site: www.doe.state.la.us
The Transition Coordinator in your local
parish school system or the young adult's teacher can provide information about
the transition planning process & regional adult service agencies.
Families Helping Families Resource Centers
can provide information about young adult and family rights and
responsibilities in the transition planning process, adult service options, and
how to prepare for an IEP meeting at which transition to adult life is
discussed. Staff may also be able to introduce families to other families or
young adults who have gone through transition planning. It is especially
helpful to discuss ideas with other parents. Regional resource centers are as follows:
Acadiana: 800-378-9854
Bayouland: 800-331-5571
At the Crossroads: 800-259-7200
Greater Baton Rouge: 888-511-5299
Greater New Orleans: 800-766-7736
Northeast LA: 888-300-1320
Northshore: 800-383-8700
Northwest LA: 888-989-0315
Southwest LA: 800-894-6558
The Beach Center on Families and Disability
University of Kansas
785-864-7600 (Voice and TTY)
web site:
http://www.lsi.ukans.edu/BEACH/beachhp.htm
National Information Center for Children and
Youth with Disabilities (NICHCY)
Phone: 1-800-695-0285 or 202-884-8200
Website:
www.nichcy.org
IV. REFERENCES
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, 63(3), pp.
249-260.
Utah Parent Center (1996). A bridge to the
future with educated transition choices: A handbook for parents of youth with
disabilities. UT: Utah Parent Center.