Parent Perceptions of Transition Services Effectiveness for Students with Intellectual Disabilities

Almutairi, Reem Abdullah

doi:10.12816/0036036

Cited by 5 publications

(5 citation statements)

References 23 publications

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“…Despite the fact that parental expectation is the greatest predictor of paid work experiences, families frequently experience low expectations and support from school programs (Almutairi, 2016;Blustein, Carter, & McMillan, 2016;Henninger & Taylor, 2014). Moreover, families report insufficient information and support to effectively participate in the transition from the education service system to the adult service system (Almutairi, 2016;Hetherington et al, 2010;Winsor, Butterworth, Lugas, & Hall, 2010). Key needs include development of accessible and effective approaches for sharing information with and supporting individuals and their family members in developing individualized goals and planning for employment.…”

Section: Family Involvementmentioning

confidence: 99%

Building an Evidence-Based, Holistic Approach to Advancing Integrated Employment

Hall

Butterworth

Winsor

et al. 2018

Research and Practice for Persons with Severe Disabilities

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Since the introduction of supported employment in the Developmental Disabilities Act of 1984 and the Rehabilitation Act Amendments of 1986, there has been continued development and refinement of best practices in employment services and supports. Progress includes creative outcomes for individuals with significant support needs including customized jobs and self-employment, community rehabilitation providers that have shifted emphasis to integrated employment, and states that have made a substantial investment in Employment First policy and strategy. Despite these achievements, the promise of integrated employment remains elusive for the majority of individuals with intellectual and developmental disabilities. The number of individuals supported in integrated employment by state agencies has remained stagnant for the past 15 years, participation in nonwork services has grown rapidly, and individual employment supports have not been implemented with fidelity. This article presents preliminary findings from activities completed by the Rehabilitation Research and Training Center on Advancing Employment for Individuals with Intellectual and Developmental Disabilities and discusses a framework for organizing state and federal investments in research, practice, and systems change.

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Section: Family Involvementmentioning

confidence: 99%

Building an Evidence-Based, Holistic Approach to Advancing Integrated Employment

Hall

Butterworth

Winsor

et al. 2018

Research and Practice for Persons with Severe Disabilities

View full text Add to dashboard Cite

show abstract

“…The results of another study indicated that regular school students were more likely to express interest in joining university and that the longer a student stayed in public education, the more likely he was to go to university (Martinez et al, 2012;Wintle, 2015). The results of another study indicated that parents' perceptions of the effectiveness of transitional services affect their participation in transferring a student with intellectual disability to post-secondary life and that parental participation can be critical to the success of transitional services (Almutairi, 2016). A research survey conducted in Australia showed that the indicators of life quality for people with disabilities are lower than those for ordinary ones, with low achievement in secondary and higher education and low participation in employment.…”

Section: Mahmoud Mohamed Eltantawymentioning

confidence: 99%

A Study of the Requirements Availability for the Successful Transition of Students with Intellectual Disability to the Post-School Stage from their Teachers’ Perspective

Eltantawy

2023

IJSE

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The transition of students with intellectual disability to the post-school stage is considered of great importance to them as well as their families, and it needs some requirements to be carried out successfully. That is why the present study aims to recognize the extent of the availability of successful transition requirements to help these students transfer to the post-school stage based on the perspective of their teachers, as well as to identify the differences between these requirements according to the type of school where teachers work (public, private center), the gender of the students (males, females), and the severity of the disability (mild, moderate and severe). The study sample consists of 317 male and female teachers of students with intellectual disability in Egypt. To collect data, the study relies on a questionnaire of the requirements for transitioning students with intellectual disabilities to the post-school stage (prepared by the researcher). The study’s findings disclosed that the degree of availability of the requirements for transferring students with intellectual disabilities to the post-school stage showed an overall average degree of availability and that the degree of availability of conditions varied about the four subdimensions. The study recommended the necessity of conducting more study related to the transfer of students with intellectual disabilities, improving their transitional plans, developing legislations that guarantee their transfer, and paying attention to the professional development of teachers concerning the transfer of these students.

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“…Families play an important role in job seekers' lives (Anderson et al, 2017;Francis et al, 2014;Jones & Gallus, 2016;Meadan & Snodgrass, 2018). However, when families want to help, they often find themselves disoriented navigating a complex system with limited or confusing information about available services (Almutairi, 2016;Kramer et al, 2018; U.S. Government Accountability Office, 2012). MIS could be set up to make families' involvement easier by providing a safe space for communication with employment consultants and thus augmenting the effectiveness of the services provided to job seekers.…”

Section: Rethinking Mismentioning

confidence: 99%

“…Families play an important role in job seekers’ lives (Anderson et al, 2017; Francis et al, 2014; Jones & Gallus, 2016; Meadan & Snodgrass, 2018). However, when families want to help, they often find themselves disoriented navigating a complex system with limited or confusing information about available services (Almutairi, 2016; Kramer et al, 2018; U.S. Government Accountability Office, 2012).…”

Section: Rethinking Mismentioning

confidence: 99%

Rethinking Management Information Systems for Scaling up Employment Outcomes

Migliore

Butterworth

Nye-Lengerman

2021

Journal of Disability Policy Studies

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People with intellectual disability, autism, and other developmental disabilities have successfully demonstrated their ability to work in the general labor market. Yet, their employment rate remains substantially lower compared with the general population without disabilities. Scaling up the employment outcomes of this population requires improving the effectiveness and efficiency of employment support systems. To this end, this article recommends supporting employment providers rethink how they use their management information systems (MIS): from primary tools that automate billing and compliance, to tools that track metrics for continuous quality improvement. As federal and state funding policies are the main factors shaping how MIS are currently used, this article recommends that federal and state policy guidelines be issued that enable employment providers to leverage their MIS to improve effectiveness and efficiency, and thus scale up employment outcomes of job seekers.

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Parent Perceptions of Transition Services Effectiveness for Students with Intellectual Disabilities

Cited by 5 publications

References 23 publications

Building an Evidence-Based, Holistic Approach to Advancing Integrated Employment

Building an Evidence-Based, Holistic Approach to Advancing Integrated Employment

A Study of the Requirements Availability for the Successful Transition of Students with Intellectual Disability to the Post-School Stage from their Teachers’ Perspective

Rethinking Management Information Systems for Scaling up Employment Outcomes

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