Factors That Influence Transfer of Rights Discussions in Special Education: Results from Expert Interviews
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| Title: | Factors That Influence Transfer of Rights Discussions in Special Education: Results from Expert Interviews |
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| Language: | English |
| Authors: | Jaimie Timmons (ORCID |
| Source: | Journal of Special Education Leadership. 2025 38(1):3-13. |
| Availability: | Council of Administrators of Special Education. 1675 East Seminole Street Suite L1, Springfield, MO 65804. Tel: 417-427-7720; Fax: 417-427-6520; e-mail: office@casecec.org; Web site: https://www.casecec.org/journal |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A190114 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Students with Disabilities, Intellectual Disability, Developmental Disabilities, Parents, Teachers, Special Education, Knowledge Level, School Personnel, Transitional Programs, Student Rights, Participative Decision Making, Cooperative Planning, Student Participation, Educational Policy, Legal Responsibility, Child Custody |
| ISSN: | 1525-1810 |
| Abstract: | Limited research exists about transfer of rights conversations between students with intellectual and/or developmental disabilities, their parents, and educators within special education. Through key informant interviews with 14 experts in the field of transition and transfer of rights, the authors sought to understand the factors that influence how such discussions occur. Experts described a set of influential factors. Influential factors included: (1) limited knowledge of school-based professionals about alternatives to guardianship and transfer of rights; (2) that school personnel may have presumptions about student competence; (3) limited student engagement in transition planning and decision making; and (4) the fact that schools are often guided by inadequate district and state policies. The authors offer a set of implications to school administrators that focus on promoting early and ongoing parent and youth engagement in transition planning that emphasizes decision-making awareness and skill building as well as shifting from the outdated paradigm to better align with best practice. |
| Abstractor: | ERIC |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1464265 |
| Database: | ERIC |
| Abstract: | Limited research exists about transfer of rights conversations between students with intellectual and/or developmental disabilities, their parents, and educators within special education. Through key informant interviews with 14 experts in the field of transition and transfer of rights, the authors sought to understand the factors that influence how such discussions occur. Experts described a set of influential factors. Influential factors included: (1) limited knowledge of school-based professionals about alternatives to guardianship and transfer of rights; (2) that school personnel may have presumptions about student competence; (3) limited student engagement in transition planning and decision making; and (4) the fact that schools are often guided by inadequate district and state policies. The authors offer a set of implications to school administrators that focus on promoting early and ongoing parent and youth engagement in transition planning that emphasizes decision-making awareness and skill building as well as shifting from the outdated paradigm to better align with best practice. |
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| ISSN: | 1525-1810 |
