Transition strategies and recommendations: perspectives of parents of young adults with disabilities.

• Autores: Grace L. Francis, Ashley Stride, Sascha Reed
• Localización: British journal of special education, ISSN 0952-3383, Vol. 45, Nº. 3, 2018, págs. 277-301
• Idioma: inglés
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• Resumen

  • Effective transition planning is critical for young adults with disabilities to experience positive post‐school outcomes, including employment, living in a place of their choice and engaging in social activities. However, these outcomes are often marred by barriers such as poorly constructed transition plans, low expectations and a lack of available services. While researchers have investigated transition strategies, there remains uncertainty in the field regarding the effectiveness of strategies used in high school and college. This study investigated the perspectives of parents of young adults with intellectual and developmental disabilities as they supported their young adults in transitioning from high school and college. This study reports findings from semi‐structured interviews conducted with 26 parents of young adults with intellectual and developmental disabilities who graduated from a post‐secondary education programme in the US. Participants described seven primary strategies: starting earlier; maintaining high expectations; permitting choice and risk; recognising family interdependence and involvement; prioritising parent skill development and support; maximising technology; and promoting inclusion. Study findings provide numerous practical strategies that participants employed or believed to be beneficial during transition. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]