Improving Family-School Collaboration in Transition Services for Students with Intellectual Disabilities: A Framework for School Psychologists

ABSTRACT

Strong collaborative partnerships between families, schools, and communities are essential to promote successful postgraduation outcomes for students with intellectual disabilities (ID) and are a key feature of a new Transition Planning, Implementation, and Evaluation (TPIE) framework. The purpose of this article is to provide an overview of the proactive roles school psychologists can play in guiding this three-phase framework while ensuring family engagement in the critical transition process and activities embedded in this framework. School psychologists are ideally suited to foster collaborative partnerships that can lead to comprehensive transition programming and services to promote the long-term life success of youth with ID.

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Notes on contributors

Devadrita Talapatra

Devadrita Talapatra is an Assistant Professor in the Child, Family, and School Psychology Program, Morgridge College of Education, at the University of Denver. She received her PhD from Georgia State University in School Psychology. Dr. Talapatra’s program of research focuses on enhancing outcomes for students with intellectual and developmental disabilities (IDD) at the secondary level by exploring (a) transition services and post-school outcomes, (b) adaptive and academic interventions to improve self-determination skills, and (c) training of school psychologists to increase their presence in services for students with IDD.

Gloria E. Miller

Gloria Miller is an Endowed Professor of Literacy in the Child, Family, and School Psychology Program, Morgridge College of Education, at the University of Denver. She received her PhD from the University of Wisconsin-Madison. Dr. Miller’s publications include articles, chapters, and books on home and school prevention and intervention strategies to enhance early literacy, self-regulation and social emotional development.

Ruth Schumacher-Martinez

Ruth Schumacher-Martinez is an Assistant Professor in the Department of Education Sciences and Professional Programs, College of Education, at the University of Missouri, St. Louis. She received her PhD in School Psychology from Loyola University Chicago. Dr. Schumacher-Martinez’s research focuses on improving the lives of adolescents with developmental disabilities through family-school partnership, culturally responsive transition planning, and sexual education/consent instruction.Note: The authors report that to the best of their knowledge neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.