This study explores how the Family Envisioning Meeting (FEM), a person-centered planning (PCP) process for transition-aged students in Singapore, can be adapted to better meet the needs of stakeholders. Using the Cultural Adaptation Checklist, qualitative data from 17 individuals (i.e., four parents, eight school personnel, and five transition planning coordinators) across four special education schools were analyzed across six domains: language, persons, content, goals, methods, and context. While participants valued FEM for promoting collaboration and amplifying student and family voices, both cultural and practical barriers were identified. Culturally, these included unfamiliar terminology, discomfort with abstract goal setting, and norms around parental authority. Practically, challenges included limited staffing, unclear roles, and facilitation skills. Findings underscore the need for culturally responsive and contextually feasible adaptations of FEM and highlight the importance of systemic investment in training, infrastructure, and sustainable models of delivery.
Lim et al. (Wed,) studied this question.