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ERIC Number: EJ773908
Record Type: Journal
Publication Date: 2007
Pages: 32
Abstractor: Author
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1183-322X
Paving Rough Roads: Transition to Life beyond the Classroom as Experienced by Students with Disabilities and Their Families
Salmon, Nancy; Kinnealey, Moya
Exceptionality Education Canada, v17 n1 p53-84 2007
This grounded theory study employed in-depth interviews with nine student/parent dyads from eastern Canada. Youth with disabilities, aged 16 to 21, contributed narratives describing high school transitions. Shared experience that transcends disability categories produced powerful results. Three categories emerged: (1) transition facilitators; (2) transition constraints; (3) strategies for meaningful transitions. Higher level analysis revealed further relationships: the connection between perceived lack of support and burn out; the importance of self-advocacy; and the sense of "paving rough roads" for the next generation. The core variable, contextual influences, resonates with the five systems presented in the bioecological model of human development. A model demonstrating the interactions among categories, contexts and ecological systems is presented. This framework provides encouragement and cautionary notes for those working toward a meaningful transition and a place to belong for youth with disabilities. (Contains 2 tables and 1 figure.)
Exceptionality Education Canada. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://www.uofaweb.ualberta.ca/eec/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada