Hopes and Hurdles: Parents' Perceptions and Experiences with Transition Planning for Students with Intellectual Disabilities

Autor/inn/en	Robinson, Jason; Mueller, Tracy Gershwin
Titel	Hopes and Hurdles: Parents' Perceptions and Experiences with Transition Planning for Students with Intellectual Disabilities
Quelle	In: Journal of the American Academy of Special Education Professionals, (2020), S.86-104 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Parent Attitudes; Individualized Transition Plans; Students with Disabilities; Intellectual Disability; Parent Participation; Equal Education; Educational Legislation; Federal Legislation; Individualized Education Programs; Satisfaction; Psychological Patterns; Employment; Postsecondary Education; Expectation + Suchen Sie Ihr Suchwort? Elternverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Elternmitwirkung; Bildungsrecht; Schulgesetz; Bundesrecht; Individualized education program; Individualisierendes Lernen; Zufriedenheit; Dienstverhältnis; Post-secondary education; Tertiäre Bildung; Expectancy; Erwartung
Abstract	The Individuals with Disabilities Education Act (IDEA) mandates parents' participation as a necessary component of providing an appropriate education to students with disabilities. Despite these guidelines, parents report challenges with joining and contributing to the individualized education program (IEP) team as equal and valuable educational partners. We used purposeful sampling techniques to interview ten parents about their perceptions, satisfaction, and experiences related to the postsecondary transition planning process for their child. Findings indicated the parents identified hopes and hurdles when planning for their child's postsecondary life. The parents had hopes for individualized transition plans, high expectations, and collaborative practices characterized by mutual respect and open-mindedness during the planning process. Meanwhile, parents also reported hurdles that included experiencing conflict with professionals when advocating for their child, as well as uncertainty and apprehension for their child's future. Each construct is discussed in detail, along with implications for practice and future research. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01