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Parent Engagement in Rural Areas During Transition Planning

Parent Engagement in Rural Areas During Transition Planning

Neal R. Lieberman
Copyright: © 2023 |Pages: 13
ISBN13: 9798369313848|ISBN13 Softcover: 9798369348505|EISBN13: 9798369313855
DOI: 10.4018/979-8-3693-1384-8.ch011
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MLA

Lieberman, Neal R. "Parent Engagement in Rural Areas During Transition Planning." Meaningful and Active Family Engagement: IEP, Transition and Technology Integration in Special Education, edited by Millicent M. Musyoka and Guofeng Shen, IGI Global, 2023, pp. 209-221. https://doi.org/10.4018/979-8-3693-1384-8.ch011

APA

Lieberman, N. R. (2023). Parent Engagement in Rural Areas During Transition Planning. In M. Musyoka & G. Shen (Eds.), Meaningful and Active Family Engagement: IEP, Transition and Technology Integration in Special Education (pp. 209-221). IGI Global. https://doi.org/10.4018/979-8-3693-1384-8.ch011

Chicago

Lieberman, Neal R. "Parent Engagement in Rural Areas During Transition Planning." In Meaningful and Active Family Engagement: IEP, Transition and Technology Integration in Special Education, edited by Millicent M. Musyoka and Guofeng Shen, 209-221. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/979-8-3693-1384-8.ch011

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Abstract

This chapter explores the participation of families in the individual educational program and the transition process from high school for students with disabilities. Barriers, such as income, transportation, relationships and advocacy, languages, teacher attrition, and transition agencies that factor into family attendance and engagement, are explored in rural communities, along with possible strategies provided by the author to overcome them. Research is provided to show the difficulties parents and students face as active participants in the IEP and transition processes. Research is also used to describe the conditions of many students living in rural areas throughout the United States of America.

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