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DEVELOPING PARENT‐PROFESSIONAL PARTNERSHIPS IN A POSTSECONDARY EDUCATION PROGRAM FOR STUDENTS WITH DISABILITIES
Author(s) -
Francis Grace L.,
Fuchs Elizabeth,
Johnson Andrew D.,
Gordon Sarah,
Grant Amber
Publication year - 2016
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21974
Subject(s) - postsecondary education , psychology , medical education , independent living , professional development , higher education , special education , pedagogy , intellectual disability , gerontology , medicine , economic growth , economics , psychiatry
Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent‐professional partnerships could significantly enhance long‐term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent‐professional partnerships through parent involvement and support.