Transition Goals and Experiences of Females with Disabilities: Youth, Parents, and Professionals

Geenen

Career Development for Exceptional Individuals

2009

Self Cite

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.

Section: Discussionsupporting

confidence: 90%

Section: Existing Literature On Parents and Youths' Transition Expectmentioning

confidence: 99%

Similarities and Differences in the Transition Expectations of Youth and Parents

Geenen

Career Development for Exceptional Individuals

2009

Self Cite

Journal of Emotional and Behavioral Disorders

“…Fourth, youth with disabilities consistently evaluated their self-determination capacities more positively than did their teachers Hogansen et al, 2008). This phenomenon may, in part, reflect the fact that youth have unique insight into their own selfdetermination, one that extends beyond the purview of teachers and incorporates private events (i.e., thoughts, feelings, decisions).…”

Section: Discussionmentioning

confidence: 96%

“…We hypothesized that youth would view their own self-determination more favorably than did their teachers but view their opportunities to exercise their self-determination as being more limited (cf. Hogansen, Powers, Geenen, Gil-Kashiwabara, & Powers, 2008;Trainor, 2005). Fourth, do parents differ from teachers and youth in their evaluations of students' self-determination?…”

mentioning

confidence: 99%

Self-Determination Prospects of Youth With High-Incidence Disabilities

Carter

Trainor

Owens

et al. 2009

Promoting student self-determination has emerged as a key component of recommended practices in the field of secondary transition. This article examined the self-determination prospects of 196 youth with emotional and behavioral disorders (EBD), learning disabilities (LD), and mild/moderate cognitive disabilities (CD) using the AIR Self-Determination Scale. Teachers reported the capacities of youth with EBD to engage in self-determined behavior to be significantly lower than those of youth with LD but higher than youth with CD. Social skills and problem behavior ratings both emerged as significant predictors of students' capacity for self-determination but were not associated with the opportunities for self-determination teachers reported providing at school. Teachers generally evaluated students' capacity for self-determination lower than youth but higher than parents. Implications for transition assessment and planning are discussed and avenues for further research addressing this critical transition domain are suggested.

Career Development and Transition for Exceptional Individuals

“…Professional understanding of family cultural norms can influence family involvement and satisfaction with transition planning (Geenen, Powers, & Lopez-Vasquez, 2001). Acknowledging the family’s values and beliefs promotes increased cultural reciprocity because professionals take steps toward identifying their own beliefs, as well as those of the family when planning for transition (Harry, Rueda, & Kalyanpur, 1999; Hogansen, Powers, Geenen, Gil-Kashiwabara, & Powers, 2008;).…”

Section: Recommendations For Future Policy and Practicesmentioning

confidence: 99%

Aligning Transition Services With Secondary Education Reform

Morningstar

Bassett

Kochhar-Bryant

et al. 2012

Society has witnessed significant improvements in the lives of students receiving transition services over the past 30 years. The field of transition has developed an array of evidence-based interventions and promising practices, however, secondary school reform efforts have often overlooked these approaches for youth without disabilities. If we are to see improvements in postsecondary outcomes for all youth, reform efforts must begin with active participation of both general and special educators and critical home, school, and community stakeholders. In the Division on Career Development for Exceptional Individuals’ position paper, we discuss the evolution of transition in light of reform efforts in secondary education. We review and identify secondary educational initiatives that embrace transition principles. Finally, recommendations are provided for advancing alignment of transition services with secondary education reforms.