Promoting High Expectations for Postschool Success by Family Members

Abstract

Parental expectations (having high expectations for their children) and parental involvement (having parents as active and knowledgeable participants in transition planning) have been identified as evidence-based predictors of improved postschool outcomes for students with disabilities. However, little is known about how education professionals can support and promote high expectations and involvement of families for their transition-aged youth with disabilities. Parent advocates for students with disabilities across the nation were asked for their ideas. The following provides a “to-do” list of seven strategies and 13 activities special education professionals can use in partnership with families to promote high expectations for postschool success for young adults with disabilities.