Parent Participation in the Transition Planning Process

Abstract

This article describes the results of four regional focus groups comprised of 28 Virginian parents of adolescents with disabilities. The purpose of this study was to gain a deeper understanding of (a) Virginian families' experiences in transition planning, (b) family relationships with school professionals in the transition planning process, and (c) implications for policy and practice that promote and enhance the full participation of all families in transition planning. Based on the dialogue with family members in these focus groups, we found that parents of adolescents with disabilities consistently identified the quality of the relationship they had with service providers as the key factor that affected the family's involvement in transition planning. Based on the insights gained from this study and the existing literature, we designed a model that illustrates the potential positive or negative cycle that occurs as families and professionals interact around transition planning. This model can serve to evaluate and develop effective practices for involving families in the transition planning process.