The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning
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- Susan A. Hetherington
- University of Rochester, New York, USA,
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- Lisa Durant-Jones
- Nazareth College, Rochester, New York, USA
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- Kimberly Johnson
- University of Rochester, New York, USA
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- Karen Nolan
- Ithaca College, New York, USA
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- Elizabeth Smith
- University of Rochester, New York, USA
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- Susan Taylor-Brown
- University of Rochester, New York, USA
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- Jane Tuttle
- University of Rochester, New York, USA
書誌事項
- 公開日
- 2010-06-14
- 権利情報
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- https://journals.sagepub.com/page/policies/text-and-data-mining-license
- DOI
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- 10.1177/1088357610373760
- 公開者
- SAGE Publications
この論文をさがす
説明
<jats:p>The educational transition process experienced by adolescents with disabilities and their parents was examined in this study. The results of the qualitative study can be interpreted to conclude that students rarely were engaged in transition planning, and when they were engaged, it came too late in their high school careers. Students with disabilities and their parents described dissatisfaction in the following areas: inadequate communication from school staff, frustration with assumptions made about the student, funneling of the student into traditional adult service programs, and a lack of accountability from the schools. Even those students who reported being engaged in the transition process experienced inadequate transition planning. Strategies to improve transition planning are presented.</jats:p>
収録刊行物
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- Focus on Autism and Other Developmental Disabilities
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Focus on Autism and Other Developmental Disabilities 25 (3), 163-172, 2010-06-14
SAGE Publications
