Parents' In-School Values and Post-School Expectations for Transition-Aged Youth with Disabilities

Abstract

A survey was conducted with 234 parents of secondary-level students with high- and low-incidence disabilities in two urban school systems about the importance of secondary instructional domains and transition planning and their post-school expectations for their son or daughter. Significant differences were found between parents of students with high- and low-incidence disabilities in the values they placed on instructional domains and transition planning areas, their desired independent living situations, and their post-school expectations for education and employment for their son or daughter. Implications for practice and research are discussed.

Postsecondary Settings and Transition Services for Students with Intellectual Disabilities: Models and Research

“…In an effort to improve post-school options for students with ID, national organizations and researchers have joined with teachers and families to advocate for the expansion of alternative education and transition services in the later years of public schooling (Grigal & Neubert, 2004;Moon, Grigal, & Neubert, 2001;Hart, Mele-McCarthy, Pasternack, Zimbrich, & Parker, 2004;National Council on Disability, 2000;Patton et al 1996;Schmidt, 2005;Smith & Puccini, 1995). The President's Committee for People with Intellectual Disahilities (2004) recommended support for the new emerging opportunities for students with intellectual disabilities to become involved in various transitional programs located at two-year colleges or four-year universities, or to participate in vocational education and training programs in integrated community-based settings, (p. 25) These emerging opportunities are reflected in a small but growing body of literature that describes various models for students with ID, ages 18-21, in postsecondary sites (in the community or on a college campus).…”

“…As with other emerging areas in special education and transition services, the Office of Special Education Programs (OSEP) has provided federal funding for many of these efforts to document' practices, provide technical assistance, and conduct research (e.g., Grigal et al, 2001;Hart, Zafft, & Zimbrich, 2001;Neubert et al, 2004;Zafft, Hart, & Zimbrich, 2004).…”

The effects of transition intervention on students with mild disabilities.

“…The lack of high-stakes testing achievement should be addressed since lack of diploma status curtails opportunities for future employment (p. 40). Grigal and Neubert (2004) conducted a survey of 234 parents of students with disabilities in two urban school systems. They included parents of secondary level students with high-and low-incidence disabilities in order to obtain parents' importance of instructional domains, transition planning, and post-school expectations.…”

“…The findings are part of a larger study in which parents in secondary special education were surveyed about transition and self-determination (Grigal, 2001;Grigal, Neubert, Moon, & Graham, 2003). Grigal and Neubert (2004) with non-responders. All were told they would be entered into a random drawing for three prizes as incentive to complete the survey.…”

“…Limitations that were mentioned by Grigal and Neubert (2004) included: (a) There is a need for a higher rate of return for the survey, (b) All participants were from two racially diverse, large, urban school systems (generalizations would be difficult to other areas), (c) Self-reporting from parents could inaccurately reflect their values or possible terms/options in the survey might not have been understood by all (p. 81). The authors suggest that further research is needed in areas of parental values assessment related to the type of high school program offered, that teacher preparation needs to include recent research and changes, and that both groups of parents want college as an option for their student with disabilities.…”