Knowledge Center
TATRA Navigation Menu
Study Explores Parent, Professional Collaboration
excerpt from Point of Departure, Vol. 3, No. 1...PACER Center...Spring/Summer, 1997
Barbara Guy of the National Transition Network (NTN) and PACER Center Co-director Marge Goldberg (an NTN collaborator) reported the results of an NTN study on parent participation in state transition systems change initiatives to parent trainers in February.
Although the study documents that parents and professionals are working together, it also indicates a need to improve the collaboration between them.
The study surveyed the directors of both parent training and information centers (PTIs) and transition systems change projects in 30 states that had been awarded state transition systems change funds between 1991 and 1993.
What are systems change projects?
Since 1991, states have been awarded five-year grants funded by the US Department of Education to support systems change on transition in their state. The purpose of the projects is to alter the way a state delivers transition services so that decision making power is transferred from agencies to the individuals receiving services.
The US Department of Education directs these projects to work on a number of goals, one of which is to improve the ability of professionals, parents and advocates to work together on transition issues for youth with disabilities.
NTN survey findings
The NTN study found that parents are involved in several state level transition activities by serving on transition planning boards and councils, and developing training activities and materials for parents and families.
Of concern, however, is the study's findings revealing an overall discrepancy between how state project directors and parent organization directors perceive the degree of parent participation in state initiatives. State project directors generally reported parental involvement to be much higher than the parent groups did.
Why the discrepancy?
State project directors and parent organization directors appear to define involvement differently. State project directors may consider attendance at events or membership on boards as "involvement". However, "Just sitting at the table doesn't feel like involvement to parents," said Goldberg.
In some cases, PTI directors also reported that their state depended on a very small group of parents - sometimes a single individual - who reflected only their personal experience. Goldberg said that state projects must put thought into selecting parent representatives who have the broad expertise and knowledge necessary to cultivate meaningful parent involvement.
Enhancing parent participation
The study identified that subcontracts with parent organizations were an effective means of developing meaningful collaborative relationships between parents and professionals. Subcontract activities included providing technical assistance to families, developing transition materials for youth with disabilities, and conducting transition related training for professionals.
However, data from the survey shows that many state projects were unaware that the scope of PTI activities includes assisting the families of transition age youth, and therefore did not consider subcontracting with PTIs.
Outlook for the future
Guy reported that the federal government now requires state systems change initiatives grants to involve families, communities and business, as well as government agencies. "Parents are becoming more involved at an earlier date," said Guy.
A shared desire for parental involvement is clear, and states are learning how to put these good intentions into practice.
"True collaboration with parent organizations will mean having participated in policy development and decision making," concluded Goldberg. "When that happens, we will then have a true partnership."
PACER's site offers many PDF files for download, which require 
