For these reasons, parents can and should be important partners in the preparation of youth with disabilities for transition from school to adult life, in particular, school to career. They may interpret what they hear about programs in light of their own educational experiences and erroneously believe that STW programs are school-based occupational programs that do not support advanced training and education including technical training, college, and university studies. Parents might also be confused about who is responsible for the different activities involved in work and career planning and implementation. Parents may not understand the roles of the various personnel involved in the programs, and may not understand how their own role interrelates. Even if they understand their own role and its place in the activities, they may need coaching on how to fulfill that role.
Parents have multiple responsibilities.
There are many constraints on their time and many competing priorities. It is not always easy for parents to be active partners within the programmatic parameters offered by the school. Parents may encounter social, economic, cultural, or other family factors that may be barriers to their involvement in their child's educational process. Students, families and schools must work together to effect positive results for these young adults as they enter the world of work, post-secondary education and training, and independent living. With education, support of the family and community, skills, and a strong sense of self-worth, every youth can experience success.