Limited Capacity seats available
In collaboration with a statewide Parent Information and Training Center, research was conducted to transform a parent training to meet the needs and perspectives of culturally diverse families. Families? perceptions of the transition for their child with disabilities, and the framework and pilot results of a culturally transformed training will be shared. OBJECTIVES1. identify critical perspectives of culturally diverse families related to their experiences, concerns and needs related to transition 2. Understand the process for cultural transformations of existing training to reflect family values and perspectives 3. Implement more effective training for families that is responsive to individual values and perspectives 4. Support families to be empowered and active during transition planning IMPORTANCE: Culturally diverse families report unique challenges during transition. Their views are not considered, therefore, they are less likely to be involved. To reach the families who do not actively engage in transition planning or attend established trainings, this study transformed an existing parent training approach to be culturally responsive. TRANSLATING TOPIC INTO POSITIVE OUTCOMES: Despite evidence that family involvement necessitates comprehensive transition planning, culturally diverse families report unique challenges when working with schools. Often, their views of transition are not considered, and educators report these families are less likely to be involved during transition planning (Geenen, et al., 2005). It is evident that when families are involved, better transition outcomes occur, regardless of a student?s cultural or ethnic background (Geenen, et al., 2001; Test, et.al, 2009; Trussel, et al., 2008). To increase involvement of families, schools are often charged with sharing information to increase the knowledge necessary to be equal contributors (Doren, et.al, 2012). Research has reported that empowering families with knowledge about transition can result in higher rates of satisfaction during transition meetings (Boone, 1992). Findings from a survey by Minnesota?s Parent Training and Information Center indicated that families sought out transition information including self-advocacy, standards-based academic instruction, inclusive education and post-secondary options (NCSET, 2004). Parent trainings have proven to be successful at improving parents? behaviors, knowledge and skills for parents of children with disabilities (Matson, 2009), however less is known about effective approaches to parent transition training, especially for families from diverse demographic, geographic and cultural backgrounds. Outside of transition, research indicates that effective parent education programs are linked to improved development in children, increased parental knowledge and skills, and improved parent-child communication (Samuelson, 2010). However, most training programs have been designed to serve English-speaking families who have sufficient economic resources, and possess cultural perspectives similar to professionals (Salend, 1993). Therefore, to reach the families who do not actively engage in school-based transition planning or attend established training efforts, this study sought to transform an existing parent training approach to be culturally responsive to diverse families. In partnership with the statewide Parent Training and Information Center, this study first, identified factors influencing the perceptions of culturally diverse families regarding transition. In addition, insights were gained into the methods and approaches to training that families identified as being most responsive to their needs. Based on the results of the 8 focus groups and interviews of a wide range of diverse families, the existing transition parent training was transformed to meet the needs of diverse families. To do this, first, research regarding effective parent education and training programs were examined. This effort confirmed the critical components of evidence-based family training programs outside of transition (Anastopoulos, et al., 1993; Wyatt et al., 2008). In addition, existing training programs that had been culturally transformed were also identified (Martinez & Eddy, 2005). This iterative process lead to the development and pilot testing of a unique and culturally responsive training to meet the needs of families of adolescents with disabilities during transition. This study will provide useful information to practitioners by sharing culturally diverse families? perspectives of the transition for their child with disabilities, and components of culturally transformed training. Participants will learn (a) culturally diverse families? perceptions about transition; (b) evidence-based research facilitating culturally responsive transition training; and (c) effective strategies to support culturally diverse families? needs.
