Community Support Needs

Thompson, James R.; DeSpain, Stephanie N.

doi:10.1007/978-3-319-26583-4_7

Cited by 12 publications

(6 citation statements)

References 57 publications

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“…Among the disability categories associated with satisfaction for this sample were ID and Down syndrome, both of which had lower levels of satisfaction. Individuals with ID, including those with Down syndrome, typically require support across life domains (Thompson & DeSpain, 2016), including in the school environment. If parents felt the district offered inadequate services, their satisfaction with the IEP may be impacted.…”

Section: Discussionmentioning

confidence: 99%

Factors Associated With Parent IEP Satisfaction

Sanderson

Goldman

2022

Remedial and Special Education

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While the challenges experienced by parents during Individualized Education Programs (IEPs) meetings have been well documented, limited research has examined parent satisfaction with the IEP document itself and which factors are associated with greater satisfaction. Using 1,183 responses from a national survey, we addressed the following research questions: (a) How satisfied are parents with their child’s current IEP? and (b) What characteristics of the parent, child, family–professional partnership, and IEP meeting predict greater parent satisfaction with their child’s IEP? Approximately 40% of parents reported some degree of dissatisfaction with their child’s IEP. Several child characteristics were associated with the most extreme levels of satisfaction. Results of a regression analysis indicated that, for this sample, parent, child, family–professional partnership, and IEP meeting characteristics significantly predicted parent satisfaction, with characteristics of the IEP meeting among the strongest predictors. Implications are discussed, including the need to replicate these findings with a more representative sample.

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Section: Discussionmentioning

confidence: 99%

Factors Associated With Parent IEP Satisfaction

Sanderson

Goldman

2022

Remedial and Special Education

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“…Individuals with SLD may have higher levels of self-determination (Chou et al, 2017), be more likely to earn a typical high school diploma (National Center for Special Education Research, 2005), and, compared to those with IDD, have higher rates of integrated employment after high school (Hiersteiner et al, 2018). On the contrary, many individuals with IDD require supports in one or more life domains throughout their life (Sanderson et al, 2020; Thompson & DeSpain, 2016). These disability-related outcomes may certainly contribute to the extent of parents’ concern.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, parents of children who engage in maladaptive behavior may have more extensive concerns as these individuals experience difficulties maintaining relationships (Mitchell et al, 2019) and employment (LaRue et al, 2020). Parents of youth diagnosed with more “severe disabilities” (e.g., intellectual disability [ID], autism spectrum disorder [ASD], and developmental delay [DD]) may have more concerns about their child’s postschool future as individuals with severe disabilities often have functional skills deficits (Westling et al, 2021), experience worse postschool outcomes (Friedman, 2019; Hiersteiner et al, 2018), and typically require more extensive support needs across life areas (Thompson & DeSpain, 2016).…”

Section: Potential Predictors Of Parents’ Postschool Concernsmentioning

confidence: 99%

Parent Perspectives: Understanding the Postschool Concerns of Parents of Transition-Age Youth With Disabilities

Sanderson

Bumble

2022

Career Development and Transition for Exceptional Individuals

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Given the importance of family participation in transition planning, it is essential to understand the concerns parents have for their children with disabilities so professionals can better address family needs and develop strategies to enhance expectations and improve student outcomes. Using results from a national survey, we examined the extent of parent concern with their child’s postschool outcomes, how postschool concerns are organized, and the factors that predict increased concern. Participants included 240 parents of youth with disabilities aged 16 to 21 years. Results indicate that parent concerns are across postschool activities. Predictors of increased concerns included parent and student characteristics. Comparisons between White and non-White families showed differences in extent of postschool concerns between the groups. Paid work experiences and employing a strengths-based approach were related to decreased concerns. Limitations and implications are discussed.

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“…Although this distinction may seem inconsequential, it is important because the desired outcomes from any intervention are qualitatively different [17][18][19]. The goal of acquiring a greater array of skills (the medical model outcome) is not equivalent to the goal of increasing meaningful participation in an array of settings and activities (the social-ecological outcome; [21]).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Educators’ Perceptions of the Importance of Supports in Inclusive Settings for Students with IEPs

DeSpain

2021

GJIDD

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of legal issues: During the 1976-77 school year, over 3.6 million students aged 3-21 received special education services. Within 40-years, this number increased to over seven million during the 2017-18 school year [7]. The percentage of students included in the general education setting 80% of the time or more also increased substantially (i.e., 1989 -31.7%, 2015 -62.5%; U.S. Department of Education, National Center for Education Statistics, [9]). Clearly the emphasis placed in public laws and policies on accessing the general education setting has yielded impressive results.

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Community Support Needs

Cited by 12 publications

References 57 publications

Factors Associated With Parent IEP Satisfaction

Factors Associated With Parent IEP Satisfaction

Parent Perspectives: Understanding the Postschool Concerns of Parents of Transition-Age Youth With Disabilities

Educators’ Perceptions of the Importance of Supports in Inclusive Settings for Students with IEPs

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