Kimberly McAteer

5-13-2016

Running Project Part 2

I chose the Family Involvement Domain for the Part 2 of this project. This was the lowest

domain in my district for my QI survey. When it was surveyed it register a score of .17. In

researching transitions in my district, I found that there wasnt a transition coordinator in our

district and that the high school teachers are left to do what they can without any guidance.

I researched Google Scholar for articles dealing with parental involvement in the

transition process for students with disabilities. I wanted to see what information I could find and

what websites would help parents as well. There was quite a few articles and websites that I

found and I narrowed these choices down.

Literature Review Table

Study (APA Citation) Purpose(s) of Study Key Findings

Fabian, E. S. (2007). Urban youth 1. To assess 68% of Bridges

with disabilities: Factors affecting employment youth secured a
transition employment. Rehabilitation outcomes for job (as
urban, minority compared to
Counseling Bulletin, 50, 130138.
youth who Average earned
participated in the wages varied by
Marriott disability (EBD-
Foundations low, speech &
Bridges from language- high)
School to Work and
program (Bridges) race/ethnicity
2. To identify (African
predictors of American-low,
employment Asian-high).
outcomes for Factors
Bridges positively
participants associated with
employment
outcomes
included: male
gender, previous
vocational
Kimberly McAteer
5-13-2016

Study (APA Citation) Purpose(s) of Study Key Findings

experience, and
not receiving SSI
benefits

Staples, K. E., & Diliberto, J. A. 1. Shared decision Consists of 2

(2010). Guidelines for Successful making and parent sub-types;
Parent Involvement. TEACHING membership are 2 home-based and
Exceptional Children, 42(6), 58-63. of the main school based
doi:10.1177/004005991004200607 principals of IDEA. 6 frameworks of
Getting parents parental
involved in all involvement:
school activities parenting,
would be communicating,
beneficial for all. volunteering,
2. Research in the learning at
area of parental home, decision
involvement and making, and
provides collaborating
recommendations with the
for involving community.
parents of children School initiation
with disabilities in is more
classroom important than
activities as well family
as IEPs. characteristics
such as parent
education, family
size, maritial
status, etc
3 fundamentals
for successful
parental
involvement:
building parent
rapport,
developing a
communication
system, and
creating
additional
special event
Kimberly McAteer
5-13-2016

Study (APA Citation) Purpose(s) of Study Key Findings

opportunities for
parent
involvement
Building positive
parent/teacher
relationships is
time consuming
but it is essential
for the success
of the student

Ankeny, E. M., Wilkins, J., & Spain, 1. Families are a Adolescent

J. (2009). Mothers' Experiences of central role in development
Transition Planning for Their determining and family
Children with services, and stress:
Disabilities. TEACHING educators now adolescence is a
Exceptional Children, 41(6), 28-36. realize that they time of turmoil,
doi:10.1177/004005990904100604 must furnish distress, and
supports for conflict but to
parents so that parents of
they can students with
participate disabilities they
effectively in face additional
transition. sources of stress
2. No Child Left with having to
Behind deal with social-
emphasized the sexual
important role that adjustment,
families play and vocational
IDEA mandated options, and
parental career choices,
involvement in and many more.
educational Families of
planning. students with
3. Student and family disabilities rely
participation on educators
remains on the 5 and other
national professionals for
challenges facing options for their
secondary children
Kimberly McAteer
5-13-2016

Study (APA Citation) Purpose(s) of Study Key Findings

education and Employment is a

transition services. crucial
4. To provide best component of
practice strategies transitioning.
for involving The process of
parents in the transition should
transition from begin in early
youth to school to childhood with
adulthood. families
encouraging
their children to
be self-
determined and
make choices for
themselves.
No one agency
provides
services for
adults with
disabilities
Case managers
need to play a
critical role in the
transition
process. They
need to foster
parent
involvement in
the transition
process.

Zhang, D., Wehmeyer, M. L., & 1. This study was a Enhanced self-
Chen, L. (2005). Parent and comparison determination
Teacher Engagement in Fostering between parents and active
the Self-Determination of Students in the US and student
with Disabilities: A Comparison parents in Taiwan involvement are
Between the United States and the in how they foster critical in
Republic of China. Remedial and self-determination educational
Kimberly McAteer
5-13-2016

Study (APA Citation) Purpose(s) of Study Key Findings

Special Education, 26(1), 55-64. and what their planning and

doi:10.1177/07419325050260010701 level of decision making
engagement was. Studies showed
2. Interpretations of that in the early
the findings on 1990s, students
how both with disabilities
countries deal with were not very
transitions. self-determined
especially in the
areas of living
independently.
Teachers should
support students
with decision
making with
regards to
educational goal
setting, action
planning, self-
direct.
Both Taiwan and
the US have
identified the
adult life
domains as
where
individuals with
disabilities need
the most
support.
Teacher efforts
are reported
higher than
parent efforts
and this may be
because of
awareness and
role.
In both
countries, some
Kimberly McAteer
5-13-2016

Study (APA Citation) Purpose(s) of Study Key Findings

IEP goals are

written so that
the parents may
feel that this is a
school-based
task.
Promoting and
enhancing self-
determination
have become
the best practice
in the US and
many other
countries.
It is evident that
educators need
to support
families and
promote self-
determination.
Educators
should make this
process as
seamless as
possible. They
should support
parental
concerns and
alleviate any
legitimate
concerns.

Website Abstracts

I googled parent involvement in transition for students with disabilities. I got a lot of hits.

I choose 2 websites that I thought were both user friendly and had helpful information for

parents. The first website was Project 10 transition education network.

Kimberly McAteer
5-13-2016

Family Involvement. (n.d.). Retrieved May 11, 2016, from

http://project10.info/DetailPage.php?MainPageID=148

I really like this website because it is so user friendly. This website explains that

scholarly reviews have stated that parental expectations are evidence based and parental

involvement is also evidence based. It goes on to explain what IDEA requires from school

systems. It also gives the 7 indicators for quality transitions. I really like this because it kind of

gives parents a guideline to go by. At the bottom of the page it list various resources for parents

to use as well. The target of this website is the parents and educators for students with

disabilities. This website gives so many different resources that when a parent is getting ready

for a transition IEP, they will be very well educated. This is also a great website for educators to

give to parents to get them started thinking about transition to adulthood.

The next website I went to was the Parent Center Hub. I really liked the way it was laid

out. There werent too many links and things on both sides of the page.

Transition to Adulthood | Center for Parent Information and Resources. (n.d.). Retrieved May 11,

2016, from http://www.parentcenterhub.org/repository/transitionadult/

This website will also let you read it in Spanish. There are hyperlinks right at the start of

the page so that if you want to read about a certain item, you can jump to it without having to

scroll through the whole page. This website is very easy to read and understand. It is not so

overwhelming for parents to read. I like this fact. Parents are already overwhelmed by the sheer

thought that their children are going to be leaving school. This is a safe place for most parents to

leave their children and not have to worry about them. As you scroll through this website, a list

of definitions is provided. So often words are wrote and it is expected that the parents already
Kimberly McAteer
5-13-2016

know the meaning of these words. They have also provided links for different resources for

parents to use. This website is intended for parents to use.

Summary of Findings

The articles that I found and read were very informative. I learned that parental

involvement is a problem for the whole United States. All of my articles explained that parental

involvement is needed to make a successful transition into adulthood. All of the articles gave

best practices for getting parents involved. Educators were the main focus for getting parents

involved and for guiding parents in the transition process. There were a couple of the articles that

gave specifics on how to get parents involved, not only in transitions, but also in IEP meetings

and the school environment in general. I plan to use some of these best practices in the future for

my students and getting the parents involved as well.

The websites that I found were very easy to read and to use. I plan on giving my parents

these websites before IEPs and to help get them aware of transitions for their students. I wish that

I had been given some of these websites. I know that transitions arent deemed very important in

our district but I want the parents of my students to be aware, so that they wont be where I am. I

really liked the Parent Center Hub website the best. This website is wrote so that the common

person can read and understand. I plan on working with this website to see if there is anything

else I can do to help my son.

This project and this course has opened my eyes up. I did not understand the importance

of transition. My son is now just kind of floundering now. I plan on doing more research this

summer so that I can inform my students parents of what they need to know before they are

faced with transition. The better I can advocate for my students and parents, the better I can be as
Kimberly McAteer
5-13-2016

a teacher. I plan to make students aware of self-determination and self-awareness. My students

need to have a voice in their lives. I plan on making sure that all of my students attend the IEP

meetings and parent conferences as well. I want them to have a voice in their lives.
Kimberly McAteer
5-13-2016

References

Ankeny, E. M., Wilkins, J., & Spain, J. (2009). Mothers' Experiences of Transition Planning for

Their Children with Disabilities. TEACHING Exceptional Children,41(6), 28-36.

doi:10.1177/004005990904100604

Family Involvement. (n.d.). Retrieved May 11, 2016, from

http://project10.info/DetailPage.php?MainPageID=148

Staples, K. E., & Diliberto, J. A. (2010). Guidelines for Successful Parent

Involvement. TEACHING Exceptional Children, 42(6), 58-63.

doi:10.1177/004005991004200607

Transition to Adulthood | Center for Parent Information and Resources. (n.d.). Retrieved May 11,

2016, from http://www.parentcenterhub.org/repository/transitionadult/

Zhang, D., Wehmeyer, M. L., & Chen, L. (2005). Parent and Teacher Engagement in Fostering

the Self-Determination of Students with Disabilities: A Comparison Between the United

States and the Republic of China. Remedial and Special Education, 26(1), 55-64.

doi:10.1177/07419325050260010701