Transition from high school to adulthood for students with developmental disabilities is a monumental stage for both the individual and his or her family. Past research has shown that one of the most salient predictors of students’ successful transition is their parents’ involvement with transition planning, however, during this time parent involvement often declines (Grigal & Neubert, 2004). The current study examined parent involvement and knowledge during the transition from high school to adulthood for the parents of young adults with developmental disabilities. Participants included a diverse sample of 55 parents in an urban school district who had youth with special needs between the ages of 14 and 22. The present study examined parental psychosocial factors, demographic factors, parents’ experiences during the transition process, and three dimensions of their educational involvement: school involvement, transition involvement, and transition knowledge. The study found that parent experiences during the transition period (IEP familiarity, perceived teacher invitations, and perceived time and energy) as well as the socio-economics of school neighborhood, were the most salient factors associated with parental involvement and knowledge. The study offers suggestions for future research, policy, and intervention ideas to assist in improving parents’ positive experiences during the transition process. These suggestions aim in increasing parental involvement and knowledge during an important time in their youths’ educational development.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/D8TX4SXX |
| Date | January 2018 |
| Creators | Friedman, Morgan A. |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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