Parent Involvement in the Transition Process of Children With Intellectual Disabilities: The Influence of Inclusion on Parent Desires and Expectations for Postsecondary Education

Martinez, Donna; Conroy, James W.; Cerreto, Mary C.

doi:10.1111/jppi.12000

Cited by 79 publications

(53 citation statements)

References 15 publications

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“…Parents said that they felt there was generally a lack of available opportunities and attempting to navigate the system was very time consuming and stressful. Previous research has reported that parents were often overwhelmed and confused with the transition process, wanted better communication and information about services and that there was often a lack of awareness about services that were available [41,42]. Griffin and colleagues have suggested that poor communication with families of transition aged students with intellectual disability was a barrier to effective transitions to adulthood [35].…”

Section: System Levelmentioning

confidence: 99%

Transition to adulthood for young people with intellectual disability: the experiences of their families

Leonard

Foley

Pikora

et al. 2016

Eur Child Adolesc Psychiatry

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Whilst the transition from school to adult roles can be challenging for any adolescent, for those with an intellectual disability it can present as a particularly difficult time both for the individual and their family. The process may involve coordinated planning, collaboration and decision-making among school staff, families and community agencies. This mixed-methods study utilised information from two cohorts: young people with Down syndrome in Western Australia (n = 190) and young people with intellectual disability (of any cause) in Queensland, Australia (n = 150). The parent-report questionnaires administered in both states comprised two parts: part 1 collected information about the individual with intellectual disability including information on health, functioning and service needs, and about specific transition related issues; and part 2 collected information about the health and well-being of their family. The majority (87 %) of parents said that they were involved in decision-making about transition planning but less than two-thirds (59.5 %) of young people were involved in this process. The three most helpful strategies indicated by parents that assisted with transition planning related to the provision of more information about financial assistance, the school transition program and the building of informal community-based supports. A number of themes emerged from the qualitative data which included parents' views and concerns about the capacity of their young adult to adapt and change to life in adulthood, their difficulty navigating services and programs, issues and challenges around their young person building connectedness, strain on family wellbeing and finances and worry about the longer term future.

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Section: System Levelmentioning

confidence: 99%

Transition to adulthood for young people with intellectual disability: the experiences of their families

Leonard

Foley

Pikora

et al. 2016

Eur Child Adolesc Psychiatry

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“…Direct requests from parents were also a frequently cited referral source. This is not surprising as more parents are indicating that college is part of their child's future goals (Martinez, Conroy, & Cerreto, 2012). There were low numbers of referrals reported from state agencies, such as the VR and developmental disabilities agencies, although it is likely that collaboration with VR agencies will begin to grow.…”

Section: Referral and Admissionsmentioning

confidence: 99%

A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States

Grigal

Hart

Weir

2012

Policy Practice Intel Disabi

137

108

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The authors present findings from a 2009 survey of postsecondary education (PSE) programs for students with an intellectual disability (ID) conducted in the United States. The survey was designed to collect descriptive information on characteristics and practices of existing PSE programs for students with an ID. The survey consisted of 63 items organized into 10 sections including: institution or program characteristics, dual enrollment characteristics, referral and application process, college course access and supports, employment, residential options and campus access, family support, student outcomes, challenges, and program contact information. Some 149 programs in institutions of higher education in 39 states indicated that they served students with ID. PSE program characteristics included basic characteristics, recruitment and admission, course access, campus activities, accommodations, funding, collaboration, employment, and residential services. The results of the survey show that for students with an ID, the college experience differs in a number of important ways from the experiences of their peers without an ID. The high degree of variability among programs responding to the survey suggests that the experiences of students with ID differ from one program to another as well. The authors note that their findings can be used to describe current practice as well as to serve as a baseline of practice that will be important to reference as the field evolves.

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“…Están presentes en el aula en grupos interactivos u otras dinámicas (Fernández-Batanero, 2014;Flecha et al, 2011;García-Cano, Márquez y Domínguez, 2016;Iglesias et al, 2013;Simón et al, 2016b). También se cuenta con ellas en los procesos de transición entre etapas educativas (Martínez et al, 2012).…”

Section: C) Las Familias Participan En La Vida Del Centrounclassified

Las familias en el corazón de la educación inclusiva

Rueda

Fernández

2019

AULA_ABIERTA

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RESUMENEl trabajo que se presenta analiza cómo se entiende el papel que las familias deben desempeñar en la transformación de los sistemas y entornos educativos para ser más inclusivos. Para ello, partiendo del significado de una educación inclusiva, y considerando esta como un derecho de todo el alumnado sin exclusiones, se justifica por qué las familias deben formar parte de este proceso, así como los beneficios que se derivan de su participación real en los centros escolares. Asimismo, a partir de experiencias de centros escolares que comparten los valores de la educación inclusiva, se muestra qué lugar han ocupado las familias en ellos. Finalmente, se realiza una reflexión en torno a qué tipo de participación por parte de las familias es necesario promover para acortar la distancia entre los valores declarados respecto a la inclusión y las acciones que se llevan a cabo, así como las oportunidades y espacios que se ofrecen a las mismas en los centros escolares.Palabras Clave: Educación inclusiva, derecho, participación, voces de las familias. ABSTRACTThe paper analyses the role that families must play in transforming education systems and settings to be more inclusive. Therefore, based on the meaning of inclusive education, and considering this to be a right for all students without exclusions, the reason why families should be part of this process can be justified, as well as the benefits derived from their real participation in schools. Similarly, based on the experiences of centres that share the values of inclusive education, the place families have occupied is shown. Finally, we will reflect about what type of participation by families is necessary to promote in order to reduce the gap between the stated values with respect to inclusion and the action that are carried out, as well as the opportunities and spaces that are offered to families in schools.

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Parent Involvement in the Transition Process of Children With Intellectual Disabilities: The Influence of Inclusion on Parent Desires and Expectations for Postsecondary Education

Cited by 79 publications

References 15 publications

Transition to adulthood for young people with intellectual disability: the experiences of their families

Transition to adulthood for young people with intellectual disability: the experiences of their families

A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States

Las familias en el corazón de la educación inclusiva

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