Parent Participation in the Transition Planning Process

By S. Defur, Mary Todd-Allen, Elizabeth E. Getzel. 2001

96 citations recorded by the source corpus.

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From Marginalized to Maximized Opportunities for Diverse Youths With Disabilities (2008, background): “Finally, contextual barriers facing many families such as long working hours, time conflicts, single parenting, transportation, and child care difficulties prevent parents from being able to actively engage in school transition planning structures and intentional career-related activities (Bluestein”
The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning (2010, background): “Though federal mandates have resulted in increased contact between home and school (deFur et al., 2001), a significant disparity exists between federal IDEA regulations and application by educational systems.”
Transition-Focused Education (2003, unknown): “Further, deFur, Todd-Allen, and Getzel (2001) found parentidentified factors that improved their participation in transition planning were based on the development of personal, rather than bureaucratic, relationships.”
A National Picture of Parent and Youth Participation in IEP and Transition Planning Meetings (2012, background): “Student age also has been asserted as a factor in parent participation, in that parents of older students are said to perceive increasing bureaucracy and a less individualized approach to the IEP process as students age (Crosnoe, 2001; Defur et al., 2001; Harry et al., 1995).”