Educators’ Beliefs and Practices About Parent Involvement in Transition Planning

Abstract

The purpose of this study was to explore the beliefs and stated practices of educators from local education agencies with differing levels of parent involvement during the transition planning process. A total of 3 major themes consisting of 133 minor themes emerged from the 1,304 units of data. The major themes included the concept of parent involvement in the transition process, barriers for parent involvement in the transition process, and how parent involvement in the transition process is promoted. The theory of planned behavior is used to interpret findings and develop recommendations for practice and research.