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ERIC Number: ED534745
Record Type: Non-Journal
Publication Date: 2011
Pages: 118
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2670-0152-8
ISSN: N/A
Relationship of Cultural Factors to Parent Perceptions of Transition and Their Level of Involvement in the Process
Carson, Alison Graci
ProQuest LLC, Ed.D. Dissertation, Teachers College, Columbia University
How one defines "successful adulthood," the end result of the transition process, is based on culture-specific values and expectations in areas such as community integration, role expectation and social functioning (Geenen, Powers, & Lopez-Vasquez, 2001). Cultural variations may be experienced in the areas of sense of family and the way they make decisions about their children. Harry (1998) stated that a "normal" life is a "highly cultural concept." Transition from high school to young adulthood represents a major life event, marking a period of adjustment and growth (Kim & Turnbull, 2004). The Service system for individuals with disabilities changes from a system of entitlement with various educational, social and behavioral components that are available in the public school system, to a system of eligibility for adult services that may be unfamiliar to parents and are often inaccessible without the information and ability to navigate through the system successfully (Hanley-Maxwell, Whitney-Thomas & Pogloff, 1995). Suelzle and Keenan (1981) reported that parents of adolescents with disabilities who were transitioning out of the school system felt isolated, unsupported and more in need of assistance in understanding and accessing services available to them and their children. The current study examined parents of children with moderate and severe intellectual disabilities from four different cultural groups and their responses to a quantitative measure that examined parent goals for their child's transition from high school, parents' perceived levels of involvement in the transition process; and their reported rewards and worries during this time. Based on the findings, parents in the current study shared many common concerns about transition. There were no significant differences between the four cultural groups on the Goals and Aspirations for Child after High School survey (Geenen, et al., 2001). Significant differences between cultural groups measured by Perceptions about Involvement in Transition Planning (Lynch, 1991) were obtained between the following groups: a) school contact: Hispanic parents scored higher than Asian parents, and Black parents scored higher than Asian parents. On the transition meeting subscale, Black parents scored higher than Asian parents. On the IEP/transition plan development subscale, Hispanic parents scored higher than White parents, and Black parents scored higher than White parents. There were no statistically significant differences among the four cultural groups on The Transition Daily Rewards and Worries Questionnaire (Glidden & Jobe, 2007). Additional analyses were performed comparing the five school programs and several differences were found. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A