NotesFAQContact Us
Search Tips
ERIC Number: ED240381
Record Type: RIE
Publication Date: 1983
Pages: 35
Abstractor: N/A
Reference Count: 0
Issues in the Transition from School to Adult Services: A Survey of Parents of Secondary Students with Severe Handicaps. Specialized Training Program. Model School and Community Services for People with Severe Handicaps.
McDonnell, John J.; And Others
Parental projections of service needs and their ranking of features they perceived as important in vocational and residential programs for their handicapped son/daughter were assessed through a written questionnaire. A total of 163 questionnaires were completed and returned by parents of high school students with moderate and severe handicaps. The questionnaire consisted of nine items that asked parents to provide demographic information, to rank features of vocational and day services most likely to influence selection of a program, to rank features of residential services most likely to influence program selection, and to rank generic adult service programs their children would need immediately upon graduation, five years after graduation, and ten years after graduation. Parents overwhelmingly ranked vocational/day programs as the top priority for their children upon graduation and for the next 10 years. Long-term structured employment models providing a wide range of work opportunities and contact with nonhandicapped peers were the preferred alternative. Residential programs were more important five to ten years after graduation. Case management services were seen as important at two points in a student's transition from school to adult services: prior to graduation and as parents grow older and less able to act as their children's overseer. Data also verified the inadequacy of information for parents about adult services. (YLB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center on Human Development.
Identifiers: N/A