Similarities and Differences in the Transition Expectations of Youth and Parents

Abstract

This study explored similarities and differences in the transition expectations of parents and youth. Independent samples of parents (N = 270) of transition-age youth with disabilities and students with disabilities (N = 242) were surveyed about the importance of achieving various adult goals, having specific types of transition-related training and skills, and potential barriers to transition. Factor analysis of the data yielded six scales, and significant differences were found between youth and parents on four of these scales indicating that parents tend to value teacher support more, whereas youth reported higher levels of self-esteem, greater barriers to transition, and more interest in assuming caretaking roles in their future. Parents and students were in agreement, however, around the goals they felt were most important for transition: finishing high school, having health insurance, and having access to a good doctor.

The Voices of Parents

“…For example, Kraemer and Blacher (2001) asked 52 parents of young adults (ages 20-24) with IDD about ideal and realistic work and living arrangements. Powers, Geenen, and Powers (2009) surveyed approximately 86 parents of young people (ages [16][17][18][19][20][21][22] with IDD about the importance and occurrence of various transition activities. Because parent expectations may be formed long before their child enters high school and may change over time, additional research is needed to identify how parents of both children and youth view the importance and likelihood of future post-school outcomes.…”

The Transition Status of Youth Departing Residential Care

“…Similarities between youth and parent ratings in transition domains have been found in previous research. For example, Powers et al (2009) found agreement between students with disabilities and their parents on goals (i.e., finishing high school, health insurance, and having a good doctor) and skills (i.e., taking care of oneself, learning to protect one's safety, and speaking up for oneself) for youth as they prepared to transition to adulthood. These findings suggest that positive relationships between youth and their caregivers can promote a shared vision regarding transition evaluation and planning.…”

Effectiveness of the Career Path Binder Project for High School Students with Asperger Syndrome

“…Because of the barriers to success in adulthood that students with disabilities face, and the fact that individuals with disabilities are more than twice as likely to drop out of high school and are twice as likely to be unemployed as their typical peers, there continues to be a significant need to conduct meaningful and relevant transition planning (Powers, Geenen, and Powers 2009). The Career Path Binder Project is one activity that can assist with the transition IEP planning for all students with mild disabilities.…”