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Parent Involvement in the Transition Process of Children With Intellectual Disabilities: The Influence of Inclusion on Parent Desires and Expectations for Postsecondary Education
Author(s) -
Martinez Donna C.,
Conroy James W.,
Cerreto Mary C.
Publication year - 2012
Publication title -
journal of policy and practice in intellectual disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.592
H-Index - 30
eISSN - 1741-1130
pISSN - 1741-1122
DOI - 10.1111/jppi.12000
Subject(s) - inclusion (mineral) , globe , transition (genetics) , psychology , special education , process (computing) , phenomenon , postsecondary education , developmental psychology , medical education , pedagogy , higher education , public relations , social psychology , medicine , political science , biochemistry , chemistry , physics , quantum mechanics , neuroscience , computer science , law , gene , operating system
Students with disabilities and their families across the globe are increasingly setting postsecondary education ( PSE ) as a future goal, a relatively recent phenomenon. To supplement current knowledge on this goal, we studied parents' means of accessing information and the impact of K ‐12 inclusive general education experiences on parents' desires and expectations for PSE . Key findings indicated that parents did not fully understand the transition process and had a low degree of knowledge and access to information about PSE . The data showed that levels of student inclusion related to parental desire and expectation for PSE and to parental involvement in transition planning activities. Implications for theory, measurement, practice, and public policy include a clear need for improved information and dissemination practices regarding PSE as a transition option. The data also imply that teacher education programs would be strengthened by the inclusion of information about PSE options.