Community Rehabilitation Professionals and Families: Essential Partnerships in Successful Outcomes for Young Adults wi

1. 1 Community Rehabilitation Professionals and Families: Essential Partnerships in Successful Outcomes for Young Adults with Disabilities Tell me and I�ll forget; show me and I may remember; involve me and I�ll understand. Chinese Proverb Young people form many of their attitudes about work, careers and community living as a result of interactions with family. �Structuring or guiding parental involvement in adolescent career development is increasingly seen as an important element �� to improve outcomes for students with disabilities. Lankard, B., (1995). Family Role in Career Development. ERIC Digest No. 164. http://ericacve.org/docgen.asp?tbl=digests&ID=17 After students leave high school, resources to help with this challenging new phase of parenting are few and far between. However, parents continue to be important guides, role models and supporters for their son or daughter. Person-centered planning is a philosophy and methodology that provides opportunities for families to plan with their son or daughter in a way that helps them move into new roles while supporting their young adult to exercise their own self-determination. For young adults with disabilities, family involvement during transition is not important, it is essential. Supportive families, actively involved in their young member�s transition to the world of work and community life, greatly increase the chances for successful transitions. - 26th IRI, The Family as a Critical Partner in the Achievement of a Successful Employment Outcome, 2000 Young people form many of their attitudes about work, careers and community living as a result of interactions with family. �Structuring or guiding parental involvement in adolescent career development is increasingly seen as an important element �� to improve outcomes for students with disabilities. Lankard, B., (1995). Family Role in Career Development. ERIC Digest No. 164. http://ericacve.org/docgen.asp?tbl=digests&ID=17 After students leave high school, resources to help with this challenging new phase of parenting are few and far between. However, parents continue to be important guides, role models and supporters for their son or daughter. Person-centered planning is a philosophy and methodology that provides opportunities for families to plan with their son or daughter in a way that helps them move into new roles while supporting their young adult to exercise their own self-determination. For young adults with disabilities, family involvement during transition is not important, it is essential. Supportive families, actively involved in their young member�s transition to the world of work and community life, greatly increase the chances for successful transitions. - 26th IRI, The Family as a Critical Partner in the Achievement of a Successful Employment Outcome, 2000

2. 2 Transition Planning A dynamic process involving a partnership of consumers, school-age services, post-school services, and local communities that results in maximum levels of employment, integration, and community participation for youth with disabilities. Lecture Notes: ? Transition planning is ongoing ? Requires a partnership ? Is results-oriented IDEA 2004 states that �all children with disabilities have available to them a free appropriate public education �to meet their unique needs and prepare them for further education, employment, and independent living.� IDEA 2004, Section 601(C)(d)(1)(A) Lecture Notes: ? Transition planning is ongoing ? Requires a partnership ? Is results-oriented IDEA 2004 states that �all children with disabilities have available to them a free appropriate public education �to meet their unique needs and prepare them for further education, employment, and independent living.� IDEA 2004, Section 601(C)(d)(1)(A)

3. 3 Federal Definition of Transition Transition services means a coordinated set of activities for a child with a disability that: Is to be designed within an results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child�s movement from school to post-school activities, including post-secondary education, vocational training, integrated employment, continuing and adult education, adult services, independent living or community participation; IDEA 2004, 602(34)(A) Lecture Notes: In order to be sure that everyone is oriented to all of the parts of transition, take a look at the federal definition and note the key terms. Coordinated: means activities and services on the IEP must be inter-related and build upon each other by utilizing the knowledge and services provided by many stakeholders Results Oriented: means that the activities and services on the IEP must be designed to assist the student in achieving successful school and post-secondary results in employment and/or post-secondary education/training, community and independent living. Lecture Notes: In order to be sure that everyone is oriented to all of the parts of transition, take a look at the federal definition and note the key terms. Coordinated: means activities and services on the IEP must be inter-related and build upon each other by utilizing the knowledge and services provided by many stakeholders Results Oriented: means that the activities and services on the IEP must be designed to assist the student in achieving successful school and post-secondary results in employment and/or post-secondary education/training, community and independent living.

4. 4 Federal Definition of Transition Is based on the individual child�s needs, taking into account the child�s strengths, preferences and interests� IDEA 2004, 602(34)(B) Lecture Notes Prior to transition age, IEPs primarily address student educational deficits. The IEP for a transition-aged child must also reflect student strengths, preferences and interests. Research in transition issues tells us that addressing a child�s preferences and interests increases the likelihood that he/she will become engaged in their education and transition plans. Engagement increases the likelihood of students graduating with a regular high school diploma and decreases the likelihood of dropping out and school failure, measures which are included on the IL Continuous Improvement Plan. Lecture Notes Prior to transition age, IEPs primarily address student educational deficits. The IEP for a transition-aged child must also reflect student strengths, preferences and interests. Research in transition issues tells us that addressing a child�s preferences and interests increases the likelihood that he/she will become engaged in their education and transition plans. Engagement increases the likelihood of students graduating with a regular high school diploma and decreases the likelihood of dropping out and school failure, measures which are included on the IL Continuous Improvement Plan.

5. 5 Transition Changing Systems ? Changing Laws Individuals with Disabilities Education Act (2004) Schools� responsibility Least restrictive environment (LRE), quality, and free appropriate public education Availability of federal funds Individualized planning and related services Applies until student graduates or reaches the age of 21 Transition services Lecture Notes: Once a student leaves secondary education, either by graduating or aging out, there are no guaranteed programs that take over where IDEA leaves off. �No current federal or state laws provide all young adults with disabilities with rights to continuing education, to housing, jobs or support services needed to help them live independently.� Anderson, W., Chitwood, S. & Hayden, D. (1997) �Negotiating the Special Education Maze.� p.146. Therefore discrepancies in the provision of modes of assistance to individuals with disabilities across environments of secondary school, postsecondary school and employment present significant obstacles to their successful participation in postsecondary education and employment. IDEA is an education act establishing a Federal program that is very prescriptive about issues including responsibility, funding, scope of provision, and definitions of terminology. The responsibility for meeting IDEA�s mandates lies with the State, using public/taxpayer funds. School districts are responsible for identifying children with disabilities, assessing their needs and providing them with services to enable �free appropriate public, education (FAPE).� The education agency is also responsible for assessment, involving parents, creating a service plan (individual education program or IEP). The IDEA focuses on services and related services for students with disabilities and supports for families, teachers and staff. The term services is used to cover anything that helps students with disabilities benefit from their special education, enables them to participate in general education, enables them to attain general education standards or prepares them for transition out of secondary education. What and how services are offered is determined by the students� IEP and the IEP team consists of parents, teachers agency representatives, service providers and the student, where appropriate. Federal money is provided to state education agencies for providing services along with competitive grants for improving services to students with disabilities. IDEA only applies through secondary school and transition planning, until graduation or until the student reaches the age of 21. The ADA is a civil rights act and applies broadly across environments. It covers both public and private sectors, and it is often applied in conjunction with other laws. As with Section 504 of the Rehabilitation Act, the ADA is much more open to interpretation than the IDEA. Under this Act it is the responsibility of individuals with disabilities to self-identify, request assistance and provide documentation of disability. The kind of assistance an organization provides is determined by what is �reasonable� and would not impose �undue hardship� on the organization. �Accommodations� as used in the ADA refers to any changes in normal operations or physical facility the entity might make for the individual with a disability. There is no IEP for a young adult with disabilities who has exited the school system (either by graduating or aging out). The incentive for post-secondary institutions and employers to provide assistance is based on the threat of lawsuits rather than the reward of Federal grant money for improvements. Lecture Notes: Once a student leaves secondary education, either by graduating or aging out, there are no guaranteed programs that take over where IDEA leaves off. �No current federal or state laws provide all young adults with disabilities with rights to continuing education, to housing, jobs or support services needed to help them live independently.� Anderson, W., Chitwood, S. & Hayden, D. (1997) �Negotiating the Special Education Maze.� p.146. Therefore discrepancies in the provision of modes of assistance to individuals with disabilities across environments of secondary school, postsecondary school and employment present significant obstacles to their successful participation in postsecondary education and employment. IDEA is an education act establishing a Federal program that is very prescriptive about issues including responsibility, funding, scope of provision, and definitions of terminology. The responsibility for meeting IDEA�s mandates lies with the State, using public/taxpayer funds. School districts are responsible for identifying children with disabilities, assessing their needs and providing them with services to enable �free appropriate public, education (FAPE).� The education agency is also responsible for assessment, involving parents, creating a service plan (individual education program or IEP). The IDEA focuses on services and related services for students with disabilities and supports for families, teachers and staff. The term services is used to cover anything that helps students with disabilities benefit from their special education, enables them to participate in general education, enables them to attain general education standards or prepares them for transition out of secondary education. What and how services are offered is determined by the students� IEP and the IEP team consists of parents, teachers agency representatives, service providers and the student, where appropriate. Federal money is provided to state education agencies for providing services along with competitive grants for improving services to students with disabilities. IDEA only applies through secondary school and transition planning, until graduation or until the student reaches the age of 21. The ADA is a civil rights act and applies broadly across environments. It covers both public and private sectors, and it is often applied in conjunction with other laws. As with Section 504 of the Rehabilitation Act, the ADA is much more open to interpretation than the IDEA. Under this Act it is the responsibility of individuals with disabilities to self-identify, request assistance and provide documentation of disability. The kind of assistance an organization provides is determined by what is �reasonable� and would not impose �undue hardship� on the organization. �Accommodations� as used in the ADA refers to any changes in normal operations or physical facility the entity might make for the individual with a disability. There is no IEP for a young adult with disabilities who has exited the school system (either by graduating or aging out). The incentive for post-secondary institutions and employers to provide assistance is based on the threat of lawsuits rather than the reward of Federal grant money for improvements.

6. 6 Federal Policy Shift:Secondary Education VS Postsecondary Education and Employment Settings Gaps and inconsistencies in: Roles and responsibilities Process of determining assistance Lecture Notes: The Federal policy shift experienced as youth depart secondary education has significant impacts on youth with disabilities as they seek assistance within postsecondary education and employment settings. Elementary and secondary education has a focus on taking complete responsibility for the planning, development and delivery of a service. In postsecondary education and employment, settings focus on �reasonable� and �specific� supports or accommodations. The basis for determining the type and level of assistance to be received shifts significantly as youth with disabilities transition from secondary education to postsecondary education and employment settings. Also, the process used to determine the type and level of assistance to be received shifts 360 degrees as youth move from secondary education to adult environments. From decisions and expectations of a comprehensive program of services to decisions about specific and separate accommodations and support to be implemented in the same post-school settings where all other persons are also seeking to access and participate. The important thing to remember however is that family involvement in special education and vocational rehabilitation systems is recognized as best practice. The amendments to the Rehabilitation Act reflect these best practices and specifically cite the importance of family and other natural supports. Lecture Notes: The Federal policy shift experienced as youth depart secondary education has significant impacts on youth with disabilities as they seek assistance within postsecondary education and employment settings. Elementary and secondary education has a focus on taking complete responsibility for the planning, development and delivery of a service. In postsecondary education and employment, settings focus on �reasonable� and �specific� supports or accommodations. The basis for determining the type and level of assistance to be received shifts significantly as youth with disabilities transition from secondary education to postsecondary education and employment settings. Also, the process used to determine the type and level of assistance to be received shifts 360 degrees as youth move from secondary education to adult environments. From decisions and expectations of a comprehensive program of services to decisions about specific and separate accommodations and support to be implemented in the same post-school settings where all other persons are also seeking to access and participate. The important thing to remember however is that family involvement in special education and vocational rehabilitation systems is recognized as best practice. The amendments to the Rehabilitation Act reflect these best practices and specifically cite the importance of family and other natural supports.

7. 7 �If �one cannot change a situation that causes his suffering, he can still choose his attitude.� Frankl, V.E. (1984). Man�s search for meaning. NY: Touchstone. Segue Introduce the next slide and collaboration with this quotation from Viktor Frankl. Frankl, V.E. (1984). Man�s search for meaning. NY: Touchstone. Segue Introduce the next slide and collaboration with this quotation from Viktor Frankl.

8. 8 �In a mobile, all the pieces, no matter what size or shape, can be grouped together and balanced by shortening or lengthening the strings attached, or rearranging the distance between the pieces. So it is with a family. None of the family members is identical to any other, they are all different and at different levels of growth. As in a mobile, you can�t arrange one without thinking of the other. (Satir, 1972, pp. 119-120). A family is its own ecosystem � intertwined, interwoven. When we contemplate our work with students and young adults who have disabilities we need to remember that we are effecting that family ecosystem, for better or for worse. Families are the keepers of the family history and they have been dealing with, for years before they come to us at transition, challenges of advocating, negotiating, and compromising for the sake of securing services, supports and nourishing environments. As we work with young adults who have disabilities, we cannot forget about the rest of the family. Adopting a person-centered philosophy and employing person-centered tools in our work with adults who have disabilities, will support our professional work with families and help ensure that the family ecosystem stays in relative balance. Remember: Almost any discussion about one�s child raises protective emotions that are not present in other types of meetings or activities. . . A family is its own ecosystem � intertwined, interwoven. When we contemplate our work with students and young adults who have disabilities we need to remember that we are effecting that family ecosystem, for better or for worse. Families are the keepers of the family history and they have been dealing with, for years before they come to us at transition, challenges of advocating, negotiating, and compromising for the sake of securing services, supports and nourishing environments. As we work with young adults who have disabilities, we cannot forget about the rest of the family. Adopting a person-centered philosophy and employing person-centered tools in our work with adults who have disabilities, will support our professional work with families and help ensure that the family ecosystem stays in relative balance. Remember: Almost any discussion about one�s child raises protective emotions that are not present in other types of meetings or activities. . .

9. 9 Why is family participation in transition planning so critical? Families bring a wealth of information to the planning process. Families participation helps prepare them to assume new roles as their young adults move into adulthood. Families are critical partners in the transition process! They can bring to the table the greatest amount of available information about a young adult�s interests, skills, needs, experiences and desires. Families are the keepers of history for their own child and they have invested time and energy to get their child to this point in his/her life. It is in our best interest as well as the student and family to have families actively involved and filling in the pieces of information that will make our jobs easier and lead to improved outcomes for the people with disabilities we serve. After students leave high school, resources to help with this challenging new phase of parenting are few and far between. However, parents continue to be important guides, role models and supporters for their son or daughter. As families participate in the transition process they are learning skills and practicing new roles. This will help prepare them to assume new roles they can and should take on as their children move into adulthood. When families feel empowered they are more likely to assume their new roles and confidently navigate the adult service system with their young adult.Families are critical partners in the transition process! They can bring to the table the greatest amount of available information about a young adult�s interests, skills, needs, experiences and desires. Families are the keepers of history for their own child and they have invested time and energy to get their child to this point in his/her life. It is in our best interest as well as the student and family to have families actively involved and filling in the pieces of information that will make our jobs easier and lead to improved outcomes for the people with disabilities we serve. After students leave high school, resources to help with this challenging new phase of parenting are few and far between. However, parents continue to be important guides, role models and supporters for their son or daughter. As families participate in the transition process they are learning skills and practicing new roles. This will help prepare them to assume new roles they can and should take on as their children move into adulthood. When families feel empowered they are more likely to assume their new roles and confidently navigate the adult service system with their young adult.

10. 10 Indicators of SuccessCaring Partnerships in the Transition Process What would it look like to families? Listening and cooperative identification of supports Flexibility of times and locations for IEP/transition planning meetings Demonstrated belief in the young adult with a disability No judging, no blaming Families understand the intentions of service policy and procedures Family feedback used to improve the system Lecture Notes: The points below correspond to and elaborate on the points listed in this slide. Service providers listen to family stories and cooperatively identify supports that are needed for the family. Service providers offer to hold transition meetings at times and places that support the family context as needed (e.g. in the home; with childcare provided; at the local library or faith community, etc.). Families report that service providers demonstrate belief that the young adult with a disability can achieve their transition goals. Service providers suspend their judgment of family status or past actions; they do not blame the family for failures. Family members understand the intentions of service policy and procedures as protecting the joint interest of the transition partnership and as means to supporting the transition effort. The service provider system uses family feedback to improve policies and procedures to be more in concert with family needs. From a partnership perspective, families want to see that education and community service providers share a joint interest in achieving successful transition outcomes and a willingness to actively work to achieve these outcomes. Caring qualities such as listening and supporting, teaching and guiding, and celebrating success demonstrate to families that this joint interest is possible. DeFur, S., Todd-Allen, M., & Getzel, E. (2001). Parent participation in the transition process. Career Development for Exceptional Individuals. 24:1. Lecture Notes: The points below correspond to and elaborate on the points listed in this slide. Service providers listen to family stories and cooperatively identify supports that are needed for the family. Service providers offer to hold transition meetings at times and places that support the family context as needed (e.g. in the home; with childcare provided; at the local library or faith community, etc.). Families report that service providers demonstrate belief that the young adult with a disability can achieve their transition goals. Service providers suspend their judgment of family status or past actions; they do not blame the family for failures. Family members understand the intentions of service policy and procedures as protecting the joint interest of the transition partnership and as means to supporting the transition effort. The service provider system uses family feedback to improve policies and procedures to be more in concert with family needs. From a partnership perspective, families want to see that education and community service providers share a joint interest in achieving successful transition outcomes and a willingness to actively work to achieve these outcomes. Caring qualities such as listening and supporting, teaching and guiding, and celebrating success demonstrate to families that this joint interest is possible. DeFur, S., Todd-Allen, M., & Getzel, E. (2001). Parent participation in the transition process. Career Development for Exceptional Individuals. 24:1.

11. 11 Factors Enhancing Family Participation Parent/professional relationships have: Depth and breadth Consistent and on-going opportunities Professional knowledge Professional strategies Several factors enhance the quality and quantity of family participation. Family participation is enhanced when relationships between parents and professionals are established and on-going. Focus on strengths not on deficiencies Provide opportunities for parents to focus on their strong suits and be responsible for activities they do well Validate the various cultures represented and the values they hold Family participation is enhanced when parents and providers of adult service agencies have on-going opportunities to meet and interact. A one-time shot at an IEP meeting is not enough to really engage families in relationships that will enhance their participation. When teachers� indicate that they know the interests and needs of parents� sons and daughters, relationships will be enhanced and thereby family participation. Encourage activities that enhance the family system in a variety of ways Specific strategies, when used by teachers, encourage parent and student participation. Wanting parents to participate or being upset because they don�t is not enough. We need to seek out and employ specific strategies such as person-centered planning. Salembier, G. & Furney, K. (1997) Facilitating Participation: Parents� Perceptions of Their Involvement in the IEP/Transition Planning Process. Career Development for Exceptional Individuals, 20:1 pp 29 � 42. Several factors enhance the quality and quantity of family participation. Family participation is enhanced when relationships between parents and professionals are established and on-going. Focus on strengths not on deficiencies Provide opportunities for parents to focus on their strong suits and be responsible for activities they do well Validate the various cultures represented and the values they hold Family participation is enhanced when parents and providers of adult service agencies have on-going opportunities to meet and interact. A one-time shot at an IEP meeting is not enough to really engage families in relationships that will enhance their participation. When teachers� indicate that they know the interests and needs of parents� sons and daughters, relationships will be enhanced and thereby family participation. Encourage activities that enhance the family system in a variety of ways Specific strategies, when used by teachers, encourage parent and student participation. Wanting parents to participate or being upset because they don�t is not enough. We need to seek out and employ specific strategies such as person-centered planning. Salembier, G. & Furney, K. (1997) Facilitating Participation: Parents� Perceptions of Their Involvement in the IEP/Transition Planning Process. Career Development for Exceptional Individuals, 20:1 pp 29 � 42.

12. 12 Indicators of SuccessCreative, Proactive Parent-Professional Partnerships in the Transition Process What would it look like to families? Professionals and families brainstorm and evaluate ideas Interdisciplinary services and resource sharing Risk taking, trying new ideas Proactive language is used Focus on solutions There are no failures; there are learning opportunities Individuals and agencies must establish new patterns of behaviors in order to embrace a collaborative-partnership approach for transition planning and services. Sometimes, the process or the problem seems too big and the solutions too abstract. Don�t analyze and plan too much � families need to see transition plans being implemented. Take it one step at a time � let experience and reflection foster solutions. Take risks! Take action! Reactive: There�s nothing I can do!� �The school/agency won�t let me do that.� Proactive: �Let�s look at the alternatives.� �I will persuade them to try a different approach.� Service providers and families brainstorm and evaluate options that differ from the traditional services usually offered in the transition process. Transition services reflect interdisciplinary services and resource sharing. Service providers take risks and try new ideas. Families take risks and try new ideas. Youth with disabilities take risks and try new ideas. Service providers and families use �proactive� language and focus on solutions. Actions that do not produce the desired results are learning opportunities, not failures. Individuals and agencies must establish new patterns of behaviors in order to embrace a collaborative-partnership approach for transition planning and services. Sometimes, the process or the problem seems too big and the solutions too abstract. Don�t analyze and plan too much � families need to see transition plans being implemented. Take it one step at a time � let experience and reflection foster solutions. Take risks! Take action! Reactive: There�s nothing I can do!� �The school/agency won�t let me do that.� Proactive: �Let�s look at the alternatives.� �I will persuade them to try a different approach.� Service providers and families brainstorm and evaluate options that differ from the traditional services usually offered in the transition process. Transition services reflect interdisciplinary services and resource sharing. Service providers take risks and try new ideas. Families take risks and try new ideas. Youth with disabilities take risks and try new ideas. Service providers and families use �proactive� language and focus on solutions. Actions that do not produce the desired results are learning opportunities, not failures.

13. 13 Factors Enhancing Family Participation Communication among parents, school and agency personnel. Constant and open Centered on shared goals for the young adult Parents are knowledgeable Parents are informed Certain components of communication among parents, school and agency personnel are important in enhancing family participation. Communication that is constant and open provides strength in our relationships and prevents misunderstandings and miscommunications. Identify brief, creative and consistent modes of communication Ensure that the initial contact with families is a positive one that lays the groundwork for future involvement in school/family activities. When communication centers on shared goals for the student, everyone has a better chance of staying on track. Focusing on the student�s goals will enhance family participation. Demonstrate interest in the entire family system; empathize with the pressures parents feel (promotes bonding, trust, and openness) Parent knowledge about IEP/transition planning and surrounding issues will enhance their participation. Provide opportunities for outreach to the home, and for ensuring participation even when parents cannot be present Also, when parents are informed of their legal rights and responsibilities and of community resources, communication amongst all stakeholders is improved and family participation will be enhanced. Certain components of communication among parents, school and agency personnel are important in enhancing family participation. Communication that is constant and open provides strength in our relationships and prevents misunderstandings and miscommunications. Identify brief, creative and consistent modes of communication Ensure that the initial contact with families is a positive one that lays the groundwork for future involvement in school/family activities. When communication centers on shared goals for the student, everyone has a better chance of staying on track. Focusing on the student�s goals will enhance family participation. Demonstrate interest in the entire family system; empathize with the pressures parents feel (promotes bonding, trust, and openness) Parent knowledge about IEP/transition planning and surrounding issues will enhance their participation. Provide opportunities for outreach to the home, and for ensuring participation even when parents cannot be present Also, when parents are informed of their legal rights and responsibilities and of community resources, communication amongst all stakeholders is improved and family participation will be enhanced.

14. 14 Indicators of Success Effective Communication in the Transition Process What would it look like to families? Comfort in asking for feedback about information shared Families openly share their impressions and information needs Families can describe the transition service system as well as the services and supports available Transition goals are clear and everyone understands how they will work together to achieve the goals. Oral and written communications are understood by all Information provided by the family appears in the transition plan as appropriate Multiple means of information provision, i.e., brochures, videos, meetings, websites, workshops, transition fairs Parents value transition service providers who provide concrete and accessible information about transition services within the school and community setting. Communication is reciprocal. Parents must communicate their needs, fears, hopes, and frustrations. Service providers must communicate their constraints and needs as well. Families and service providers want honest, direct, and open communication. 1. Service providers ask family members for feedback about information that has been communicated. 2. Families openly give their impressions and information needs. 3. Families are able to describe the transition service system and the transition services and supports available. 4. Transition goals for the youth are clear, and families and service providers are able to describe how they will work together to achieve these goals. 5. Oral and written communications are understood by all. 6. Information provided by the family appears in transition plans as appropriate. 7. Information about transition services is provided in multiple ways such as brochures, videos, parent-student meetings, parent coffees, web sites, list servs, transition fairs, transition workshops. Parents value transition service providers who provide concrete and accessible information about transition services within the school and community setting. Communication is reciprocal. Parents must communicate their needs, fears, hopes, and frustrations. Service providers must communicate their constraints and needs as well. Families and service providers want honest, direct, and open communication. 1. Service providers ask family members for feedback about information that has been communicated. 2. Families openly give their impressions and information needs. 3. Families are able to describe the transition service system and the transition services and supports available. 4. Transition goals for the youth are clear, and families and service providers are able to describe how they will work together to achieve these goals. 5. Oral and written communications are understood by all. 6. Information provided by the family appears in transition plans as appropriate. 7. Information about transition services is provided in multiple ways such as brochures, videos, parent-student meetings, parent coffees, web sites, list servs, transition fairs, transition workshops.

15. 15 �The day-to-day patterns of family relationships may be the most significant gift a family can make.� ��Children develop many of their initial ideas and beliefs about work on the basis of what they hear from their parents, as well as what they observe for themselves.� (Moses, 1998) While parent�s intentional career and community related actions are important in preparing children to be workers and citizens, �the day to day patterns of family relationships may be the most significant gift a family can make.� (Way and Rossmann) Encouragement and mentoring for families of consumers can significantly enhance their family involvement and thereby improve outcomes for consumers. Moses, B. (1998) Career Intelligence: The 12 New Rules for Work and Life Success. San Francisco: Berrett-Koehler p.245. Way, W.L. and Rossmann, M.M. Learning to Work: How Parents Nurture the Transition from School to Work. Family Matters�in School to Work Transition. Berkeley, CA: National Center for Research in Vocational Education, 1996. (ED 391 885). ��Children develop many of their initial ideas and beliefs about work on the basis of what they hear from their parents, as well as what they observe for themselves.� (Moses, 1998) While parent�s intentional career and community related actions are important in preparing children to be workers and citizens, �the day to day patterns of family relationships may be the most significant gift a family can make.� (Way and Rossmann) Encouragement and mentoring for families of consumers can significantly enhance their family involvement and thereby improve outcomes for consumers. Moses, B. (1998) Career Intelligence: The 12 New Rules for Work and Life Success. San Francisco: Berrett-Koehler p.245. Way, W.L. and Rossmann, M.M. Learning to Work: How Parents Nurture the Transition from School to Work. Family Matters�in School to Work Transition. Berkeley, CA: National Center for Research in Vocational Education, 1996. (ED 391 885).

16. 16 Categories of Family Activity: Settings and Learning Opportunities Family Life Family Routines (e.g. cooking meals, food shopping) Child Routines (e.g. dressing, grooming) Literacy Activities (e.g. storytelling, books) Entertainment Activities (e.g. music, television) Family Rituals (e.g. family talks, saying grace) Family Celebrations (e.g. birthdays, holidays) Socialization Activities (e.g. visiting friends) Family involvement is always an asset and may take on various forms. Many parents recognize the vulnerability of their children who already face challenges in their lives. Concerns about their child�s future and feelings of uncertainty can paralyze parents. Part of our job is to help families see where and how their actions and activities assist and prepare their children for adult life and therefore provide a proactive way of dealing with uncertainties and concerns. Settings and learning opportunities in family life include: Family Routines (e.g. cooking meals, food shopping) Child Routines (e.g. dressing, grooming) Literacy Activities (e.g. storytelling, books) Entertainment Activities (e.g. music, television) Family Rituals (e.g. family talks, saying grace) Family Celebrations (e.g. birthdays, holidays) Socialization Activities (e.g. visiting friends) Family involvement is always an asset and may take on various forms. Many parents recognize the vulnerability of their children who already face challenges in their lives. Concerns about their child�s future and feelings of uncertainty can paralyze parents. Part of our job is to help families see where and how their actions and activities assist and prepare their children for adult life and therefore provide a proactive way of dealing with uncertainties and concerns. Settings and learning opportunities in family life include: Family Routines (e.g. cooking meals, food shopping) Child Routines (e.g. dressing, grooming) Literacy Activities (e.g. storytelling, books) Entertainment Activities (e.g. music, television) Family Rituals (e.g. family talks, saying grace) Family Celebrations (e.g. birthdays, holidays) Socialization Activities (e.g. visiting friends)

17. 17 Categories of Family Activity: Settings and Learning Opportunities Community Life Family Excursions Family Outings Community Events Outdoor Activities Art/Entertainment Activities Church/Religious Groups Sports Activities/Events Settings and learning opportunities in community life include: Family Excursions (e.g. car or bus rides) Family Outings (e.g. visiting friends, eating out) Community Events (e.g. picnics, going to the library Outdoor Activities (e.g. parades, walks) Art/Entertainment Activities Church/Religious Groups Sports Activities/Events Settings and learning opportunities in community life include: Family Excursions (e.g. car or bus rides) Family Outings (e.g. visiting friends, eating out) Community Events (e.g. picnics, going to the library Outdoor Activities (e.g. parades, walks) Art/Entertainment Activities Church/Religious Groups Sports Activities/Events

18. 18 How do family relationships impact vocational identity? Connectedness between children and their families helps to facilitate risk-taking and exploration. Risk-taking and exploration are needed for identify formation in general as well as for the formation of vocational ability. While issues such as socioeconomic status, parents� educational and occupational attainment, and cultural background are important factors, family relationships are another important force in a developing youth�s life. Attachment theory and social learning theory �By sharing workplace stories, expressing concern for children�s future, and modeling work behaviors, parents serve as a context for interpreting the realities of work� and community life. Kerka, Sandra. (2000). Parenting and Career Development. ERIC Digest No. 214. Available from http://ericacve.org/docgen.asp?tbl=digests&ID=100 While issues such as socioeconomic status, parents� educational and occupational attainment, and cultural background are important factors, family relationships are another important force in a developing youth�s life. Attachment theory and social learning theory �By sharing workplace stories, expressing concern for children�s future, and modeling work behaviors, parents serve as a context for interpreting the realities of work� and community life. Kerka, Sandra. (2000). Parenting and Career Development. ERIC Digest No. 214. Available from http://ericacve.org/docgen.asp?tbl=digests&ID=100

19. 19 Close family connections and strong role models can be facilitative factors in confronting the barriers of poverty, lack of access to opportunities, and gender role expectations. Poverty, lack of access to opportunities, and gender role expectations can hamper the career development process. However, close family connections� Ketterson and Blustein cite research demonstrating that students who have secure attachments to parents engage in greater levels of environmental and self-exploratory activity. They conclude that secure, comfortable relationships are critical in helping students take the risks necessary in exploring new settings and roles. Ketterson, T.U., and Blustein, D.L. (December 1997) Attachment Relationships and the Career Exploration Process. �Career Development Quarterly 46, no. 2: 167-178. (EJ 562 308) Person-centered planning is a way to build upon and enhance parent and child relationships, no matter how old the child. Person-centered planning provides us with a tool that takes advantage of what families and their relationships with their sons and daughters can bring to the table as we work toward satisfying and successful lifestyles for people with disabilities. Poverty, lack of access to opportunities, and gender role expectations can hamper the career development process. However, close family connections� Ketterson and Blustein cite research demonstrating that students who have secure attachments to parents engage in greater levels of environmental and self-exploratory activity. They conclude that secure, comfortable relationships are critical in helping students take the risks necessary in exploring new settings and roles. Ketterson, T.U., and Blustein, D.L. (December 1997) Attachment Relationships and the Career Exploration Process. �Career Development Quarterly 46, no. 2: 167-178. (EJ 562 308) Person-centered planning is a way to build upon and enhance parent and child relationships, no matter how old the child. Person-centered planning provides us with a tool that takes advantage of what families and their relationships with their sons and daughters can bring to the table as we work toward satisfying and successful lifestyles for people with disabilities.

20. 20 �Family of origin continues to have an influence through the life span.� Because career development is a lifelong process, �family of origin continues to have an influence through the life span.� Kerka, Sandra. (2000). Parenting and Career Development. ERIC Digest No. 214. Available from http://ericacve.org/docgen.asp?tbl=digests&ID=100 Collaborative partnerships with the families of the consumers we serve will lead to the most successful employment outcomes.. Because career development is a lifelong process, �family of origin continues to have an influence through the life span.� Kerka, Sandra. (2000). Parenting and Career Development. ERIC Digest No. 214. Available from http://ericacve.org/docgen.asp?tbl=digests&ID=100 Collaborative partnerships with the families of the consumers we serve will lead to the most successful employment outcomes..

21. 21 �The degree of family involvement is a reflection of each unique family system reflecting cultural and socioeconomic background, social issues, financial issues, individual family values and personal choice.� Disability is not the only factor shaping the family system. Person-centered planning tools can provide the opportunity for professionals to see an individual with a disability as a total person AND can also provide the opportunity to learn about the family system supporting this individual. Then we can focus on the strengths of the consumer and also the strengths of the family. 26th Institute on Rehabilitation Issues. 2000. The Family as a Critical Partner in the Achievement of a Successful Employment Outcome. From Chapter 2, The Dynamic Role of Families . Disability is not the only factor shaping the family system. Person-centered planning tools can provide the opportunity for professionals to see an individual with a disability as a total person AND can also provide the opportunity to learn about the family system supporting this individual. Then we can focus on the strengths of the consumer and also the strengths of the family. 26th Institute on Rehabilitation Issues. 2000. The Family as a Critical Partner in the Achievement of a Successful Employment Outcome. From Chapter 2, The Dynamic Role of Families .

22. 22 Different Families ? Different Roles Families can play a variety of roles such as planner, advocate, role model, energizer, supporter � families can - Provide stress relief Provide emotional support Assist in recognizing/developing natural supports Assist with activities of daily living Advocate for benefits and access to services Act as guardian or power of attorney Families can provide critical support to their son/daughter when they take on roles that - Diminish stress for their young adult Provide emotional support throughout the VR process � rejections, workplace adjustments Assist in cultivating relationships that lead to natural community supports Assist with activities of daily living Advocate for benefits and access to services Act as guardian or power of attorney Remember that it is unrealistic to expect all families to participate at the same level! Expect a continuum of family involvement and that levels of participation may change within a family over time because of multiple priorities that all adult must balance. Families can provide critical support to their son/daughter when they take on roles that - Diminish stress for their young adult Provide emotional support throughout the VR process � rejections, workplace adjustments Assist in cultivating relationships that lead to natural community supports Assist with activities of daily living Advocate for benefits and access to services Act as guardian or power of attorney Remember that it is unrealistic to expect all families to participate at the same level! Expect a continuum of family involvement and that levels of participation may change within a family over time because of multiple priorities that all adult must balance.

23. 23 What�s getting in our way?Messages Families Hear If we are concerned, we are overprotective; if we are unconcerned we are neglectful. If we are involved, we are demanding; if we are not, we are detached. If we have high expectations we are unrealistic; if we have simple aspirations we set out sights too low. �Families report feeling judged when they come into contact with professionals.� Whether it is real or imagined, when families feel judged or not taken seriously, their involvement will be diminished and might even �let their feet do the talking� when they do not attend meetings or return calls. �Professionals can unknowingly send a message to caregivers that they are either doing too little or too much.� And families can feel that nothing they do is right � and give up on us. 26th Institute on Rehabilitation Issues. 2000. The Family as a Critical Partner in the Achievement of a Successful Employment Outcome. From Chapter 2, The Dynamic Role of Families . �Families report feeling judged when they come into contact with professionals.� Whether it is real or imagined, when families feel judged or not taken seriously, their involvement will be diminished and might even �let their feet do the talking� when they do not attend meetings or return calls. �Professionals can unknowingly send a message to caregivers that they are either doing too little or too much.� And families can feel that nothing they do is right � and give up on us. 26th Institute on Rehabilitation Issues. 2000. The Family as a Critical Partner in the Achievement of a Successful Employment Outcome. From Chapter 2, The Dynamic Role of Families .

24. 24 Messages Families Hear If we nurture generously, we are smothering; if we nurture less we are withholding. If we offer advice, we are controlling; if we refrain we are disinterested. If we phone, write, or visit often, we are pests; if we don�t we are uncaring. If we help with tasks or money, we cultivate dependency; if we don�t we are unsupportive.

25. 25 Implications for CRP�s Shift the focus from the individual to the family system; Develop a new and richer view of parent involvement in schools and the transition process; Help families become more proactive; and, Consider ways of duplicating helpful types of family functioning in schools, especially for children whose families are not proactive. VR professionals need to engage in �alliance building� with families and that requires creating personal connections. A family system approach vs. an isolated consumer approach will enrich our professional work, bring the talents and resources of the family to the planning table, and promote a higher level of success in the outcomes consumers attain. Becoming involved in the VR process requires families to commit time and energy in the midst of learning new roles as their son/daughter transitions. They may need moral support, problem solving, assistance/tips at developing their own community supports. 26th Institute on Rehabilitation Issues. 2000. The Family as a Critical Partner in the Achievement of a Successful Employment Outcome. From Chapter 2, The Dynamic Role of Families . VR professionals need to engage in �alliance building� with families and that requires creating personal connections. A family system approach vs. an isolated consumer approach will enrich our professional work, bring the talents and resources of the family to the planning table, and promote a higher level of success in the outcomes consumers attain. Becoming involved in the VR process requires families to commit time and energy in the midst of learning new roles as their son/daughter transitions. They may need moral support, problem solving, assistance/tips at developing their own community supports. 26th Institute on Rehabilitation Issues. 2000. The Family as a Critical Partner in the Achievement of a Successful Employment Outcome. From Chapter 2, The Dynamic Role of Families .

26. 26 Building Bridges Lecture Notes: To improve results for individuals with disabilities, school, community, consumers and families must work creatively and collaboratively. Services exist in every community. If we use person-centered planning to provide the framework for our formal plans, if we cultivate relationships with each other and combine successful teamwork methods with the services available, we can build bridges and create dynamic plans that lead to successful outcomes for individuals with disabilities. The payoff to effective family/professional team work is to see the vision become a reality: empowered youth with disabilities access the community of their choice to achieve their desired employment, life-long learning and a rich quality of life. DeFur, S. H. (2003) Parents as collaborators: Building partnerships with school-based and community-based providers. In D. Wandry and A. Pleet (Ed.). A practitioner�s guide to involving families in secondary transition. (pp. 27-39). Arlington, VA: Council for Exceptional Children. Lecture Notes: To improve results for individuals with disabilities, school, community, consumers and families must work creatively and collaboratively. Services exist in every community. If we use person-centered planning to provide the framework for our formal plans, if we cultivate relationships with each other and combine successful teamwork methods with the services available, we can build bridges and create dynamic plans that lead to successful outcomes for individuals with disabilities. The payoff to effective family/professional team work is to see the vision become a reality: empowered youth with disabilities access the community of their choice to achieve their desired employment, life-long learning and a rich quality of life. DeFur, S. H. (2003) Parents as collaborators: Building partnerships with school-based and community-based providers. In D. Wandry and A. Pleet (Ed.). A practitioner�s guide to involving families in secondary transition. (pp. 27-39). Arlington, VA: Council for Exceptional Children.

27. 27 To lead people, walk beside them . . . As for the best leaders, the people do not notice their existence. The next best, the people honor and praise. The next, the people fear; And the next, the people hate . . . When the best leader�s work is done the people say, �We did it ourselves!� This quote embodies the essence of our most successful work or what should be our best work. When we become almost invisible and our customers say �we did it ourselves�, we have truly represented VR as leaders and have supported people with disabilities to become self-determined and successfully achieve their adult life goals for work and community life. �It�s not the lofty sails but the unseen wind that moves the ship.� - W. MacNeile Dixor This quote embodies the essence of our most successful work or what should be our best work. When we become almost invisible and our customers say �we did it ourselves�, we have truly represented VR as leaders and have supported people with disabilities to become self-determined and successfully achieve their adult life goals for work and community life. �It�s not the lofty sails but the unseen wind that moves the ship.� - W. MacNeile Dixor