Karen RipplingerOregon r.i.s.e. Center

kripplinger@oregonrisecenter.org

“Coming together is a beginning, Keeping together is progress, Working together is success.”

Henry Ford

Parent Participation & Partnership

• Big expectations, little recognition or monetary reward

• We work long hard hours• We care about our adults with disabilities

Parents have legal rights in Education systemAll rights transfer to the Student at Age of Majority, age

18 in OregonParents may need to petition for Guardianship or

understand what other options are availableAdult Services are focused on the adult making choices &

decisions, not the parent

• Parent involvement in children's learning is positively related to achievement.

• The more intensively parents are involved in their children's learning, the more beneficial are the achievement effects.

• The most effective forms of parent involvement are those which engage parents in working directly with their children on learning activities in the home.

• The more active forms of parent involvement produce greater achievement benefits than the more passive ones.

Parent and family involvement in the transition planning process has been found to be a consistent predictor of post-secondary success of young adults with disabilities (Fourqurean, Meisgeier, Swank, Williams)

Individuals With Disabilities Education Improvement Act of 2004 (IDEA)defines a parent as

(A) a natural, adoptive, or foster parent of a child (unless a fosterparent is prohibited by State law from serving as a parent);(B) a guardian (but not the State if the child is a ward of the

State);(C) an individual acting in the place of a natural or adoptive

parent (including a grandparent, stepparent, or other relative) with whom the child lives, or an individual who is legally responsible for the child’s welfare; or

(D) an individual assigned to be a surrogate parent. (20 U.S.C.§1401(23))

• Parents feel overwhelmed by experience & amount of time

• Fear of the future for young adult, concerned about isolation, boredom and lack of social life and purpose.

• Fear of own mortality, who will care for my child when I’m gone

• Parents don’t understand and are confused by the process

Jargon is confusingProfessionals come and go, and don’t know my young

adultThe process is difficult due to lack of working collectively

(or in concert)Parents may not know what services are available, and

which ones may be appropriate for their young adult

• Seek out opportunities for professional development & training in Parent Involvement.

• Make parents feel welcome • Reach out to parents whose first language is not English. • Learn about the various ethnic, cultural & socioeconomic

backgrounds of the clients and know how to communicate with diverse families.

• Accommodate parents' work schedules & honor their time

• Provide information on programs to parents

• Have paperwork ready & in order• Help with understanding what kind of services are

available (what can this agency provide or not provide) and…

• Help/collaborate in accessing other agencies that can assist as my child moves toward independence. 

• Develop Frequently Asked Questions (FAQ) • Help with what questions do I need to ask?

Mutual respectTrustShared problem solvingCommon vision and goalsConflicts, when present, are openly acknowledged and

addressedFocus

Inclusive decision makingCaring attitudesSharing informationConsideration of cultural

factorsTrust

Considering the whole Adult

Responsive servicesFamilies as a resource

True collaboration occurs with CORE - when these ingredients are present:

Connection Optimism Respect Empowerment

Connection: Trust building Shared goals Common vision Conflict resolution

Optimism: Problems are systems, not individual, problems. (interface) No one person is to blame. (nonblaming, solution-oriented) All concerned parties are doing the best they can. (nonjugmental,

perspective taking)

Respect: Each person brings different, but equally valid expertise to the

problem-solving process. Respect requires acceptance of differences, especially

perceptions about child’s performance.

Empowerment: Both parties have strengths and competencies. Parents believe they can help. Parents know a role for which they feel comfortable. Parents see that their efforts make a difference in achievement.

Identifying families who are not responding to current outreach and making a personal contact.

Keeping interaction focused on genuine interest in improving the adults success

Understanding parents’ goals for their adult with a disability Being persistent about the importance of a family

involvement Parents are just burned out of systems

Equal PartnerExpress needsParticipateBe PreparedDevelop Mutual GoalsPut Away Negative

Experiences

Follow throughInvolvement with other

ParentsConsider TimeNo BashingSupport the Team

Value parent inputRespect involvementAvoid JargonSolicit involvementSchedule at convenient

times

Commit to the PlanConnect FamiliesConvey interestBe honest

CollaborationPatienceFlexibilityAssertivenessEndurance

CreativityCommitmentHonestyAppreciationChocolate

Remember, there is no "one size fits all" answerSet clear and measurable goalsDevelop a variety of outreach mechanismsProvide a varied opportunities for participationGive families and students complete

information & expectationsRecognize a community's historic, ethnic,

linguistic, and cultural resourcesUse creative forms of communication between

professionals and familiesFind positive messages to send to all familiesOffer regular opportunities for families to

discuss their adults progressProvide professional development opportunities

NCPIE

• Will they say you gave them the knowledge and skills to become – collaborators, instructors in their adults emergent

independence, decision makers and evaluators, peer mentors, and system change agents?

• Will they say you supported their efforts to become more effective parents and influential members of the community?

• Will they say you made a difference in their family’s partnership with professionals?

Resource: Introduction to the Role of Families in Secondary Transition Amy M. Pleet and Donna L. Wandry

http://transitions.canchild.ca/en/OurResearch/resources/BJAmodelandbestpracticeguidelinespdf2009.pdf

• Navigator (PA or other professional) qualities include:− Having personal investment and dedication to families.− Understanding how asking for help is a difficult step for people and be able to

nurture this in them.− Being a creative thinker and explorer.− Having an understanding of specific ethno cultural and socioeconomic considerations

for specific populations.− Taking a whole family approach.− Assisting the person/family to develop a network of support and nurturing

community inclusion.− Helping the person/family to ensue the continuity, integrity and evolution of a plan.− Monitoring the implementation of the plan, reviewing its effectiveness and ensuring

the person/family’s choices are being honored.

“The Best Journey to Adult Life” For Youth with Disabilities

An Evidence-based Model and Best Practice Guidelines For The Transition To Adulthood For Youth With Disabilities

http://transitions.canchild.ca/en/OurResearch/resources/BJAmodelandbestpracticeguidelinespdf2009.pdf

Each person's map of the world is as unique as the person's thumbprint. There are no two people alike. No two people who understand the same sentence the same way .  .  . So in dealing with people, you try not to fit them to your concept of what they should be. -- MILTON ERICKSON

Call us at 503-581-8156 or 888-505-2673 (toll-free in state only)

Help-line 888-891-6784Fax us at: 503-391-0429E-mail us at: info@oregonrisecenter.orgWebsite - http://www.oregonrisecenter.org