Abstract
The transition process built into the Individuals with Disabilities Education Act (IDEA) for young children moving from Part C (infant and toddler intervention) to Part B (the age of 3 and older) can be rife with difficulties and uncertainties. Parents, guardians, and families who navigate the process can sometimes feel as though decisions about their child’s future in education are being made for them, or that they must defer to experts to chart their child’s course in school. Research over the last few decades shows us that utilizing family-centered practices in conjunction with culturally sustaining approaches can improve the process for families, educators, and educational institutions. However, research also shows that, while these practices are recommended, they may not always be implemented during the transition from Part C to Part B of IDEA. The purpose of this study was to determine how parents’ and families’ perspectives were impacted when family-centered practices and culturally sustaining approaches were utilized. Families with two different experiences participated in this study: (a) parents who received family-centered services during their child’s transition process, and (b) parents who might or might not have received family-centered services during their child’s transition process. The primary objective of the study was to illuminate the differences between each family’s experiences. Using quantitative inquiry including surveys, and qualitative inquiry using semi-structured interviews, we were able to acquire a deeper understanding of how parents viewed the struggles and celebrations that were involved with the transition process. We learned that implementing these methods and approaches during transition meetings heavily impacted how families viewed their roles and developed their expectations for their child’s educational journey.