Exploring the Relationship Between Transition Planning and Employment Outcome for Students with Intellectual Disabilities

Date

2021-03-04

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Abstract

This was a sequential explanatory mixed-methods study that sought to determine parents’ perceptions regarding the extent to which districts involved them in the IEP transition plan, inclusive practices, provided opportunities in training and obtaining integrated employment, preparation for adult life after graduation, and parent satisfaction with the services they received. The study also investigated the experiences of parents with transition planning and how they perceived the school prepared their students with intellectual disability (ID) for integrated employment. Special education policymakers and community agencies have changed their views of disability and are supportive of integrated employment for people with ID. However, most special education transition teams do not develop goals aligned with this current view of disability and, therefore, do not support integrated employment. In addition, most districts have not updated their practices concerning parent involvement, as described by Epstein (2011). This study sought to determine whether parents’ participation in transition planning could be considered true involvement. This study also sought to determine whether parents’ participation had a positive impact on preparation for integrated employment for their students with intellectual disability. This was done through a survey instrument and qualitative interviews with parents of young adults with intellectual disability.

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Keywords

Transition plan, Employment, Students, Intellectual Disabilities, Parent involvement, Special Education

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