NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ893783
Record Type: Journal
Publication Date: 2010-Sep
Pages: 10
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1088-3576
The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning
Hetherington, Susan A.; Durant-Jones, Lisa; Johnson, Kimberly; Nolan, Karen; Smith, Elizabeth; Taylor-Brown, Susan; Tuttle, Jane
Focus on Autism and Other Developmental Disabilities, v25 n3 p163-172 Sep 2010
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.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act