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Parent Participation developing their self-advocacy skills. of work, and the undeniable applicabil-
Parent participation and leadership in Students themselves report the need ity of education to their own destinies.
for their families to guide and support
To be career ready, students must
transition planning play an important them as they plan for the future. The take ownership of their learning includ-
role in assuring successful transitions value of family involvement is well-un- ing the nonacademic skills of self-
for youth with disabilities (DeStefano, derstood by this Director. The district determination and self-advocacy. A
Heck, Hasazi, & Furney, 1999; Furney, hosts a parent orientation for each career ready student understands their
Hasazi, & DeStefano, 1997; Hasazi, student cohort, as well as a Transition strengths and interests and ultimately
et al., 1999). Family members also Fair for parents to become familiar gains an appreciation of the skills
contribute to work readiness and em- with services pre and post-graduation. necessary for employment. In the
ployability in a number of ways, both future, we will need a more effective,
directly and indirectly, and in manners Conclusion balanced, and truly inclusive public
beyond those typically recognized. educational system, one that promotes
Ideally, students should be able to Work-based learning experiences knowledge of both the world of aca-
advocate for their own choices during have the strong potential to engage demics and the world of work. It takes
transition planning. However, family students with disabilities into intel- a community to provide high quality
advocates continue to play a significant lectualizing critically about their future work-based learning experiences to
role while students with disabilities are occupations, the realities of the world students with disabilities.

References
Badgett, K., School-Business Partnerships: Understanding Business Perspectives, School Community Journal, Vol.26.
Bartholomew, A, Papay,C., McConnell, A, Cease-Cook, J., (2015). Embedding Secondary Transition in the Common Core State
Standards. Journal of Teaching Exceptional Children. July/August.
Butterworth, J., Winsor, J., Smith, F. A., Migliore, A., Domin, D, Ciulla Timmons, J. & Hall, A.C. (2015). StateData: The National
Report on Employment Services and Outcomes.
Destefano, L., Heck, D., Hasazi, S., Furney, K, 1999. Enhancing the Implementation of the Transition Requirements of IDEA: A
Report on the Policy Forum on Transition. Career Development for Exceptional Individuals. Vol.22.
Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. New York: Simon & Schuster.
Dowdy, C. (1996). Vocational Rehabilitation and Special Education: Partners in Transition for Individuals With Learning Disabili-
ties. Journal of Learning Disabilities, 29 (2), 137–147.
Ferretti, R. & Eisenman, L. Delivering Educational Services That Meet the Needs of All Students. Council for Exceptional Chil-
dren, 2010.
Halloran, W. D., & Johnson, W. (1992). Education-Industry Collaboration: Guidelines for Complying With the Fair Labor Stan-
dards Act. American Rehabilitation. J8 (4), 21-23.
Kohler, P. & Field, S. (2003). Transition-Focused Education: Foundation for the Future. Journal of Special Education, 37(3)
174–184.
Knight, D. (1999). Assessing Job-Readiness Skills: How Students, Teacher, Employers Can Work Together to Enhance on the
Job Training. Teaching Exceptional Children. Vol. 31. No. 5. pp. 10-17.
Raley, S., Shogren, K., McDonald,A., 2015. How to Implement the Self-Determined Learning Model of Instruction in Inclusive
General Education Classrooms. Journal of Teaching Exceptional Children. July/August.
Rounds, B. (1997). Should special education students be paid for vocational training? CEC Today. 3(9), 9.

Wehmeyer, M., Schwartz, M., (1997). Self-Determination and Positive Adult Outcomes: A Follow-Up of Youth with Mental Retar-
dation or Learning Disabilities. Volume: 63 issue: 2, page(s): 245-255.

About the Author
Dr. Tracey Maccia is on a mission to provide work-based learning experiences to students with disabilities
at Middlesex County Vocational and Technical Schools. Dr. Maccia was successful in the award of a grant
from the Department of Labor to provide students with disabilities with paid internships. Dr. Maccia is in her
seventeen year as a special services administrator.

Educational Viewpoints -98- Spring 2019