Transition planning is a federally-mandated process that involves systematic planning for life after a child with a disability exits the school district. Family engagement in transition planning is central to ensuring positive post-school outcomes for individuals with disabilities. Using a family-friendly framework for transition planning, such as person-centered planning, enhances family engagement. Innovations in technology have made active participation in transition planning easier than ever before. Educators who can successfully navigate current technologies and encourage technology use with the families they serve can reduce barriers many families face when engaging in transition planning. By enhancing family-friendly transition planning strategies (such as person-centered planning) with technology, educators have a powerful tool to increase student self-advocacy and self-determination while increasing family engagement in the transition process. Early and ongoing communication with families will also increase family engagement throughout the process.
TopIntroduction
Adolescence is a time that is rife with stress and strife. Young adults are learning to navigate their way through social relationships, establishing personal alignments and identities, and determining their values that will lead them into post-school life and adulthood. Life during the transition from school to adulthood is “marked by growth and change, but also by increased uncertainties and challenges” (Blacher, 2001, p. 174). This is true for all youth, whether or not they have a disability or special need (Papay & Bambara, 2014). In addition to typical adolescent struggles, youth with disabilities face additional challenges during this time, such as lesser rates of employment and lack of opportunities to practice independent living skills (Torres et al., 2022). This often results in poor postschool outcomes such as community exclusion and diminished integrated employment opportunities (Torres et al., 2022). To combat these poor postschool outcomes, transition planning has been mandated by federal legislation (Individuals with Disabilities Education Act, 2004).
Transition planning is a coordinated set of activities designed to guide youth with disabilities with the supports and services they need to succeed after they complete school. Transition planning is an ever evolving, long-term process that needs to begin years prior to the anticipated transition from school to postsecondary life (Wehman, 2013). Conversations around student goals and family values should occur early in the student’s educational career (Wehman, 2013). Family engagement and participation in this process is paramount to the success of the transition team creating an achievable transition plan. Students with highly engaged families have improved post-school outcomes compared to their peers (Papay & Bambara, 2014). See Figure 1 for top tips to increase family engagement in transition planning.
Figure 1. Top tips to increase family engagement in transition planning
Educators, service personnel, and other potential transition team members need to know efficient strategies to increase family engagement in transition planning. High levels of family engagement result in better academic achievement and school completion for all students (Hirano et al., 2018). High family engagement is even more integral for students with disabilities since there is a strong connection between family engagement and postsecondary education and community employment upon school completion (Mazzoti et al., 2015; Papay & Bambara, 2014).
Legislation such as the Individuals with Disabilities Education Act (IDEA, 2004) and Every Student Succeeds Act (ESSA, 2015) acknowledge the importance of family engagement and transition planning. ESSA (2015) mandates that schools engage with families in their community to ensure student success. However, despite the legislation, family engagement is significantly limited in most schools (Carlson et al., 2020). These beneficial school-family partnerships are particularly limited for culturally and linguistically diverse families (Hirano et al., 2018).