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Parent involvement in transition planning activities for secondary students with disabilities
Abstract
This study addressed the problem of how secondary educators can improve transition services for students who are members of special populations, as these students often have difficulty moving successfully into a meaningful postsecondary activity (e.g. employment, job training, vocational education, work experience program, academic program). The purpose of this study was to examine the relationship between parent involvement in transition planning activities for students enrolled in special education programs and the achievement of desired outcomes as perceived by parents. The survey research method was utilized in this study. Respondents for this study were parents of children who were enrolled in special education programs, identified as having a learning disability, a behavior disorder, attention deficit hyperactivity disorder (ADHD), or mental disability-mild, and who had completed or will complete their secondary education experience between spring 1993 and spring 1998. A 29-item survey instrument addressed four issues regarding parent involvement in transition planning including: level of parent involvement; perceived barriers to parent involvement; level of parent satisfaction; and a demograpics section. Variables in this study were the student's identified disability, the level of parent involvement in transition planning, and the level of parent satisfaction with transition planning. Findings indicated that parent involvement positively affects outcomes achieved by students transitioning to postsecondary activities and that parent satisfaction levels with transition outcomes vary depending on the nature of the child's disability.
Subject Area
Vocational education|Special education|Secondary education|Families & family life|Personal relationships|Sociology
Recommended Citation
Pope, Thomas Christopher, "Parent involvement in transition planning activities for secondary students with disabilities" (1997). ETD collection for University of Nebraska-Lincoln. AAI9730278.
https://digitalcommons.unl.edu/dissertations/AAI9730278