A review of the article, Mothers’ Experiences of Transition Planning for their Children with Disabilities

This article discussed the importance families in transition planning and how families and parents are an important part of a disabled student’s life well after high school. It examines the experiences and perspectives of four mothers on transition planning for their children. These mothers shared three main themes: goals and barriers to independence in adulthood, transition as an ongoing process, and the importance of support and communication by teachers.

            All of the mothers wanted their children to be happy, successful, and independent. They understood, however, that independence in adulthood could have varied meanings depending on a child’s needs and abilities. These mothers understood that they would need to provide lifelong support for their children and perform certain tasks on their behalf, but expressed the importance of allowing them to explore themselves and make mistakes. Developing a level of self-determination for their children was an important part of their independence. Likewise, they described the transition process as ongoing and a lifelong journey to find options and opportunities for their children. The mothers agreed that starting the transition process early is beneficial. The also stressed the importance of teacher support and communication through respectful dialog and consistent contact.

            I found this article interesting to hear parent experiences and perspectives on transition planning. The information shared by these mothers basically reiterated information presented through the course about the importance of individualized goals, self-determination, and collaboration with families as they remain a constant if the life of a student with disabilities. It basically reinforces these concepts by understanding the experience of parents in transition planning.

           

Ankeny, E. M., Wilkins, J., & Spain, J. (2009). Mothers' experiences of transition planning for their children with disabilities. TEACHING Exceptional Children, 41(6), 28-36.