Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти Without borders: sustaining and supporting inclusive education learning community Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США (с) pysa4ka, 2019 (c) inclusion without borders, 2019 (с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти

1. Transition:
What it looks like for Parents
ThistemplateisfreetouseunderCreativeCommonsAttributionlicenseatSlidesCarnival

2. Hello!
I am Stephanie Fitzgerald
I am here because I am passionate about the education
and inclusion of people with disabilities.
You can find me at stephanie.fitz83@gmail.com
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3. The Rights of Parents in the IEP Process
The Individuals with Disabilities Education Act (IDEA) lays out several
parental rights that schools must comply with:
• The right to participate in meetings related to the evaluation,
assessment, and educational placement of their youth.
• The right to participate in meetings about providing a free appropriate
public education (FAPE) to their youth, even while in detention.
• The right to review all educational and evaluative records.
• The right to be members of teams that decide whether their youth
meets the eligibility criteria for special education and related services.
• The right to be members of the team that develops or revises a youth’s
IEP, including ITPs.
OSEP, 9/2016, Prioritizing Family Involvement in Transition, https://osepideasthatwork.org/jj/prioritizing-family-involvement-transition
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4. What is the transition process
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• At age 16 students must be
assessed in the areas of transition
• Independent Living
• Employment
• Post-secondary education and
training

5. Parents Role
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At age 16 students are assessed in the areas of
transition
❖ Educate yourselves on the assessments your youth will be
given.
❖ Participate in the assessments-complete a Parent
Transition Survey.

6. Parents should
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Independent Living
❖ Decide if their youth is capable of making their own
decisions about major life activities. (i.e. where they
are going to live, if they can handle their own
finances, can they manage their health and medical
treatment.)
❖ Become familiar with adult service agencies and what
support they offer families
❖ Do you need to consider guardianship issues?

7. Parents should
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Employment
❖ Decide if your youth needs to be in a work experience program to
gain employment skills and experiences.
❖ Learn about employment options- person centered
employment(customized employment), job-coaching, internships.
❖ Learn about agencies designed to help youth gain meaningful
competitive employment and invite them to the IEP meeting. Be
sure a representative from Vocational Rehabilitative Services
attends your youth’s IEP meeting.

8. Parents should 8
Post-secondary education and training
❖ Consider if your youth is capable of following an academic track or
should the team be thinking more about functional skills or both?
❖ Know when your youth graduate and when they will get their
diploma? Is it a traditional diploma or based on their IEP goals
and objectives.
❖ If they plan to attend college help them learn about the college’s
Office of Disabilities Services.
❖ Help your youth learn the self-advocacy skills they need to receive
the support they need at college or on the job. (ADA)
❖ Help your youth identify accommodations and modifications that will
help them in adult life.

9. Research has consistently shown that the education
of youth with disabilities becomes more effective when
families have meaningful opportunities to participate
in a youth’s education in both school and home and if
the roles and responsibilities of parents or guardians
are strengthened.
Your are a partner in the process not an observer.
Center for Parent Information and Resources. (2009). Questions and answers about IDEA: Parent participation. Newark, NJ: Author.
Retrieved from http://www.parentcenterhub.org/repository/qa2/
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10. 1.Understand your youths disability!
Ask questions and learn how the disability will
affect your youths :
• Learning
• Communication
• Employment
• Independence
2015 PACER Centre, Inc. Tips to Maximize the Parent Role in Transition, NPC-11, Retrieved from PACER.org/Transition
Adapted from PACER’s “A Guide to Prepare Your Child with a Disability for Life Beyond High School.”
Tips to Maximize the Parent Role in Transition

11. 2. Encourage your youth to create a vision of their future
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Help them realize that vision by:
• Expanding their experiences
• Taking ownership of their transition
process
• Encourage them the freedom to change the
plans if needed

12. 3. Convince your youth that he or she can realize their
vision
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• Youth take cues from parents on what to
expect of themselves.
• Instill in your child that the IEP is a
pathway to his or her dreams
• It is an opportunity to receive the help
needed to reach their dreams

13. 4. Build the belief in high expectations for your youth.
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• Believe in high expectations for your
youth-that they can achieve to the
maximum of their ability.

14. 5. Share what you know...
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• Communicate strengths, interests and
needs to people working with your youth.

15. 5. Keep essential education records throughout your
youths education
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• Have good record keeping and
organization of records

16. 6. Build self-confidence and self-determination in your
youth
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• Help them find an effective way to express
themselves.

17. 7. Help your youth develop independence in learning,
studying and living skills.
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• Being eager to learn
• Managing time
• Taking responsibility for doing a good job
Essential skills to being a successful adult

18. 8. Understand the impact of “soft skills” on success
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Soft Skills are the skills that one possesses
that make them successful -
• Effective communication skills.
• Teamwork.
• Dependability.
• Adaptability.
• Conflict resolution.
• Flexibility.
• Leadership.
• Problem-solving.

19. 9. Help identify potential community supports and work
opportunities
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• Many youth will utilize some from of
community support that will enable them
to live, learn and work as adults.
• As a parent know the options available to
your youth and invite representatives to
meetings you have when planning for your
youth

20. Parents can make
a big difference
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21. 21
Sam

22. Activity
• Find 3 people sitting close to you. This will be your working group.
• Draw, sing, act…
• 5 things you can take away from this presentation
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23. 23
Thanks!
Any questions?

24. Credits
• OSEP, 9/2016, Prioritizing Family Involvement in
Transition, https://osepideasthatwork.org/jj/prioritizing-family-involvement-transition
• Center for Parent Information and Resources. (2009). Questions and answers about
IDEA: Parent participation. Newark, NJ: Author. Retrieved from
http://www.parentcenterhub.org/repository/qa2/
• 2015 PACER Centre, Inc. Tips to Maximize the Parent Role in Transition, NPC-11,
Retrieved from PACER.org/Transition
• Adapted from PACER’s “A Guide to Prepare Your Child with a Disability for Life Beyond
High School.”
• Presentation template by SlidesCarnival
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