Family Involvement
Section III
Involving the Family
We know engagement of the family in the transition process is critical for improving educational results while the adolescent is in school and increases the likelihood of successful adult living outcomes after high school (Hickman, Greenwood, & Miller, 1995; NTLS I) . Involving the family is one aspect where professionals may feel inadequately prepared. Families may be frustrated with the system or not know what to do. Transition for secondary special education students provides an excellent opportunity for schools and families to work together for the benefit of their children and students.
This section addresses communication with families, strategies for increasing/engaging families, information on how families can increase student autonomy, specific activities, interesting internet sites, and other readings related to family involvement.
Federal legislation has laid a substantial foundation to create a process to involve parents. The Individuals with Disabilities Improvement Act (IDEA 2004) provides ways to improve and simplify parental involvement. One way is to allow parents and schools to agree to make minor changes to the IEP without reconvening the IEP team. It provides opportunities for parents to be involved in IEP meetings through teleconferences, video conferencing, and other alternative means. IDEA 2004 also encourages parent and community training information centers (PTIs) to focus on improving parent-school collaboration, and to use scientifically-based practices and information in assisting parents. Without effective communication between schools, professionals and families -- the prospect for family involvement and student success can be jeopardized. With effective communication - family involvement can be phenomenal.
Communication is a key component to working effectively with families and other professionals. There are many different ways to effectively communicate with families. These include phone calls, email, notes, newsletters, web sites, progress reports, face-to-face interactions, conferences, etc. The sharing of information needs to be on a regular basis and clear in its content. Communication in itself does not guarantee more family involvement but it certainly is the first step. Schmuck and Runkel (1994) have classified communication into three types which are prevalent in educational settings. The first is unilateral - a one way communication. The sender delivers information to a receiver who does not have an opportunity to respond or ask questions. The sender does not have an opportunity to clarify or revise the information sent. An example would be notes sent home to a student's family. The second communication type would be directive. It occurs face-to-face when a sender provides information to a receiver who acknowledges the information and indicates comprehension. This is frequently used in schools where teachers direct and explain (lecture) and students comply and understand (listen). Teachers prefer and primarily use directive (Friend & Cook, 2000). The third type is transactional communication. The communication between sender and receiver is two-way, reciprocal and interactive. The parties alternate between sender and receiver because they are exchanging information. Each party influences the other. To be an effective communicator the two-way exchange of information as in the transactional type is crucial to successfully engage families. Teachers and other professionals who use directive communication often have a difficult time moving to a more transactional type of communication when working with families and students.
Communication is a fragile process -- and to be an effective communicator you need to be aware of not only of the type of communication (unilateral, directive, & transactional) but also the characteristics that influence how we communicate. The how and why of these characteristics are beyond the scope of this module but a general awareness is important for educators and families alike. Each person brings a frame of reference and cultural identity that is unique. This frame of reference and cultural identity is what you bring to any situation and influences how you respond in situations. Selective perception is how we select, organize and interpret information. Individuals focus on some things and ignore others. Selective perception is guided by frame of reference and cultural identity (Lustig & Koester, 1999). Everyone is susceptible to these characteristics of communication. These cause misunderstandings that interfere with effective family/professional relationships. However, if you are aware of your frame of reference, cultural identity, and selective perception in terms of communication - you are closer to a better understanding of how you communicate and how it may impact communication with families and other professionals.
Even with a good understanding of interpersonal communication, when you work with families, issues arise from ineffective communication. Common barriers can be from the perspective of the sender of information, the receiver of information or a combination of the two. Some of the these include;
http://www.nsba.org/sbot/toolkit/CommStyl.html
Smith, 2001
How can professionals and families overcome the common barriers to effective communication?
What skills do families and professionals need to enhance family/school partnerships? In order to build rapport, obtain and understand information both sides need to listen. Factors that inhibit listening include; rehearsing a response, daydreaming, filtering, and being distracted. Listening can be improved by practice and monitoring. Nonverbal communication is used to convey information and attitude. The powerful skills of body movements (gestures), vocal cues (voice tone, pitch, etc), and spatial relations (physical distance) can be developed through practice and observation. Verbal communication is used to convey and understand information as well as develop rapport. You can practice, review and revise. Communication is a combination or series of verbal and nonverbal communication. Verbal and nonverbal communication must be congruent to be effective. If you say one thing but your gestures &/or vocal cues do not 'match' what you are saying - trust becomes an issue for the listener. Communication should be clear, concrete, and honest.. Vague or imprecise language leads to miscommunication.
As a final note, professionals and families can attend the same meeting, in the same room, with the same people and have different perceptions of what happened. Workshops about improving communication for professionals and families can be the starting point for effective family involvement.
Family Involvement
Parental (family) involvement is greater in elementary education than in secondary education (Engle, 1989; Hickman, Greenwood, & Miller, 1995). This is typical in general and special education programs. There are several reasons for the difference in family involvement from elementary to secondary education. First, adolescents discourage their parents from coming to school and being involved in their educational programs. Second, parents/families are often unsure of exactly how to help their adolescent children. Third, the design of secondary education program are not conducive to parental involvement and finally, some do not value parental involvement as a high priority.
Family involvement is not just an issue in special education as stated earlier - but also in general education. In 1997 the National PTA developed six standards for effective parent involvement programs. They are:
The six standards from the National PTA provide a guide to promoting effective and increased family involvement in the transition process.
Copies of the National Standards for Parent/Family Involvement Programs can be purchased from the National Education Service. Call (800) 733-6786, email or visit their web site for more information. Please request item #BKF175.
http://www.pta.org/archieve_article_details_1118251710359.html
To have effective family involvement in the transition planning process - it needs to start early in the education process. Utilizing the PTA guidelines - schools and teachers can encourage activities in the six standard areas at all levels of education. For example, a school wide effort (which should include special education) establishes guidelines for communication where the teachers focus on positive exchanges rather than only contacting parents for negative behaviors. We often hear parents complain the only time they had contact with their child's school was when something 'bad' happened. With years of this type of communication about their child, you can see why families may not be inclined to participate in the secondary education transition process. As a side, some parents remember their own school experiences and do not regard school as welcoming or helpful.
For all areas of special education, professionals need to realize that parents and families know their child best. Parents have information about interests, behaviors, family values, and their child's environment. Schools need to acknowledge this unique perspective of the family. Professionals have information about the educational environment. When families are treated with respect, the information about the educational environment will be perceived as useful information for the family. With improved communication and understanding, the likelihood of mutually agreed goals can be achieved.
In transition planning, families are crucial not only in career preparation but in networking and finding jobs. However, only a small percentage of families are perceived as being involved in career opportunities for family members with a disability. Personal networking is more effective in finding jobs for a student with disabilities and includes families, friends, and neighbors. Families know what their adolescent likes and is able to do. This information from a family should provide guidance to the transition specialist/special education teacher. The family might have suggestions about where to look for a job and be able to assist with transportation. The personal network of an individual student and family is often overlooked in transition planning. Sometimes a student may need assistance in developing a network because of a smaller circle to draw upon - what a effective way to involve the family in collaborative problem solving.
The Center for Promoting Employment: Institute for Community Inclusion, Boston, MA &
http://www.pacer.org/tatra/pod_fall96.htm#podfam
Strategies to promote family involvement
for families and professionals.
Parent/Family |
Professionals |
| Create home environments to support learning | Warm, welcoming school environment - informal gatherings, meetings, conferences, get together's outside of the school building |
| Write it down - questions, comments, concerns and share your concerns and opinions | Interpreters available for meetings, etc. Written communication in native language |
| Encourage your child's self advocacy | Encourage parent advocacy |
| Increase knowledge of community resources | Collaborate with community organizations; connect families with appropriate community services |
| Professional development - might be a workshop on how to parent an adolescent with a disability, post secondary options, advocacy, etc. | Professional development - might be a workshop in cultural and community values and practices common to their students |
| Volunteer as tutors, field trips, organize school events | Accommodate logistical issues of transportation, child care, work schedules |
| Focus on positive | Focus on the POSITIVE |
| Leadership training for families interested in school governance | Be respectful and ensure confidentiality |
| Assist your child in informing the professionals of needs, abilities, skills, and desires | Increase communication between family and school; persistent contacts |
| Know your rights | Build trust |
| Listen and communicate effectively | Listen and communicate effectively |
| Keep in touch with the school | Use parents/families as resources |
| Ask when you do not understand | Do not use educational jargon |
| Give your child a voice in decisions | Give parents and students a voice in decisions |
| Share your experiences with other parents | Create a parent resource center |
| Assist your child with homework and projects | Design homework and projects that engage parents in the student learning process |
Strategies to promote family involvement
in transition for professionals.
| Provide information to parents and professionals about transition areas and transition plans. |
| Utilize the family network for career exploration and job opportunities |
| Rely on the family for pertinent information; student preferences, skills, abilities, etc. |
| Discuss with parents they are the key to their adolescents success as young adults |
| Provide staff development for family involvement best practice |
| Provide parent training in parenting, mentoring and advising |
| Discuss what matters to the family |
| Home visits - staff visit the home and act as a liaison to school, provide information to parents/families & help families understand school system, etc. |
| Use teams of teaches who try and find ways to improve family involvement in their school |
| Set up an agenda for the IEP meeting that is person centered |
| Coordinate with other programs/agencies to increase family involvement |
| Evaluate effectiveness of family involvement |
| Provide full and sincere participation for LEP families |
| Provide literacy and support services for families |
Is your school family-friendly?
Guidelines for Family-Friendly Schools Self Assessment ---- Take this self assessment survey by Northwest Regional Educational Laboratory to find out.
How to get fathers involved.
Often the issue of parental involvement - really revolves around maternal involvement. The following resources specifically address paternal involvement and it's importance in education and family situations.
Fathers' activities with their kids. Child Trends Research Briefs. Brown, Michelsen, Halle, & Moore, June, 2001.
Father involvement is important. PACER Center PHP-c74 Patricia Bill
Fathers' involvement with their secondary-school-aged children. Oxford University
Increasing self determination
Families and professionals struggle with how to develop an adolescents' autonomy. There is a wealth of information available on self determination, self directed transition planning, and self-esteem. If adolescents do not gain autonomy then once again, future outcomes may be jeopardized. Michael Wehmeyer is a leading researcher in the area of self determination. The following url takes you to an online seminar by Dr. Wehmeyer which addresses Self determination : The most natural support. This website includes a Power Point presentation, transcripts, and many resources regarding self determination for providers of children with disabilities. Enjoy the experience with the University of Kansas, Dr. Wehmeyer. http://www.t-tap.org/training/onlineseminars/wehmeyer/wehmeyer.htm
Other self determination resources:
By Christine D. Bremer, Mera Kachgal, and Kris Schoeller
http://www.ncset.org/publications/viewdesc.asp?id=962
Self-Determination and the Education Students with Disabilities. ERIC
ERIC Identifier: ED470036
Publication Date: 2002-09-00
Author: Wehmeyer, Michael
Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA.
Digest.http://www.ericdigests.org/2003-3/self.htm
Planning Student-Directed Transitions to Adult Life. ERIC/OSEP Digest E593.
ERIC Identifier: ED439577
Publication Date: 2000-03-00
Author: Warger, Cynthia - Burnette, Jane
Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA.
http://www.teachersfirst.com/sped/parents/transition/eric-stutran.html
http://www.jobcorpshealth.com/mhdisabilities/html/self.htm
Self Determination Synthesis Project (bibliography by subject)
http://www.jobcorpshealth.com/mhdisabilities/html/self.htm
Suggested activities
This list identified ways that families have been involved in transition planning. Check the items that you are interested in and then talk with someone in the transition program about these items.
| Learn about the transition process and plans that involve my family and child. | |
| Participate in meetings as a member of the planning team. | |
| Participate in evaluating my child's strengths, needs, and preferences. | |
| Review my child's file and assessment records. | |
| Help select goals that staff will use to prepare my child for transition. | |
| Work on goals to prepare my child and family for upcoming changes. | |
| Learn more about age of majority. | |
| Help identify my child's transition area needs. | |
| Help identify and evaluate the range of options that are available post secondary education and adult service agencies. | |
| Learn about networking, employment, leisure, and residential options for my child. | |
| Help implement transition area activities at home or in the community | |
| Participate in workshops |
Please list other ways that you would like to be involved in transition. ______________________
_________________________________________________________________________
_________________________________________________________________________
(FACTS/LRE grants permission for photocopying of this handout - revised for secondary transition .)
4. Read the latest on Getting Families Involved in the Transition Process from the Transition Best Practice Update, March, 2005, v. 25.
Interesting Internet Sites
http://www.education-world.com/a_curr/curr200.shtml A dozen ways to promote parent involvement.
http://www.uncc.edu/sdsp/parent_family.asp Resources for parents and families.
http://www.pacer.org/parent/advocacy.htm Effective advocacy: Guidelines for Assisting Parents.
PACER Center (1996).
http://www.ncpie.org/Resources/resources_by_subject.cfm Resources for Promising Practices for
Parent Involvement. National Coalition for Parent Involvement in Education (2005).
http://www.gse.harvard.edu/hfrp/projects/fine/resources/bibliography/adolescence.html
Extensive bibliography on family involvement and adolescence from the Harvard Family
Research Project.
http://www.ncset.org/ National Center on Secondary Education and Transition. Topics relating to
transition and family participation
http://www.pacer.org/ Parent Advocacy Coalition for Educational Rights. Topics relating to all areas
of parental rights including family involvement and transition.
Reading Resources
Families need support: The challenges of Emotional Behavioral Disorders. PACER Center - PHP-c86
Lerner, R., Brennan, A.L., Noh, E. R., & Wilson, C. (1998). The parenting of adolescents and
adolescents as parents: A developmental contextual perspective.
Novick, R. (1999) Family involvement and beyond. Northwest Regional Educational Laboratory.
http://www.nwrel.org/cfc/publications/pdf/beyond_family.pdf
Parent keys to success in the parent school partnership. PACER Center PHP-c96
Parent tips for transition planning. PACER Center, PHP-c80
Price, Mayfield, McFadden, & Marsh. (2001). Partnerships with parents. Collaborative teaching: Special
education for inclusive classrooms. Parrot Publishing, L.L.C.
http://www.parrotpublishing.com/Inclusion_Chapter_4.htm
The family as a critical partner in the achievement of a successful employment outcome (2000). 26th
Institute on Rehabilitative Issues.
Ulrich, M.E., & Bauer, A. M. (2003). Levels of awareness: A closer look at communication between
parents and professionals. TEACHING Exceptional Children, 35 (6), pp. 20-23.
Quiz
1. How and when should parents/families be involved in transition planning? What are some of the ways that parents and families can work in partnership with schools to ensure effective transition planning?
2. There are three types of communication and three characteristics discussed in this section, what are they and why are they important for family involvement?
3. Discuss some ways professionals can overcome barriers to communication?
4. The personal network of the family are often overlooked by professionals, explain how the personal network can be important to the transition planning process?
5. List 5 reasons why self determination is important to the family, professionals, and adolescent?