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Parental Involvement during Post-Secondary Transition for Youth with Developmental Disabilities.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Parental Involvement during Post-Secondary Transition for Youth with Developmental Disabilities./
Author:	Friedman, Morgan A.
Description:	1 online resource (143 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355772708

Parental Involvement during Post-Secondary Transition for Youth with Developmental Disabilities.
Friedman, Morgan A.

Parental Involvement during Post-Secondary Transition for Youth with Developmental Disabilities. - 1 online resource (143 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2018.

Includes bibliographical references

Transition from high school to adulthood for students with developmental disabilities is a monumental stage for both the individual and his or her family. Past research has shown that one of the most salient predictors of students' successful transition is their parents' involvement with transition planning, however, during this time parent involvement often declines (Grigal & Neubert, 2004). The current study examined parent involvement and knowledge during the transition from high school to adulthood for the parents of young adults with developmental disabilities. Participants included a diverse sample of 55 parents in an urban school district who had youth with special needs between the ages of 14 and 22. The present study examined parental psychosocial factors, demographic factors, parents' experiences during the transition process, and three dimensions of their educational involvement: school involvement, transition involvement, and transition knowledge. The study found that parent experiences during the transition period (IEP familiarity, perceived teacher invitations, and perceived time and energy) as well as the socio-economics of school neighborhood, were the most salient factors associated with parental involvement and knowledge. The study offers suggestions for future research, policy, and intervention ideas to assist in improving parents' positive experiences during the transition process. These suggestions aim in increasing parental involvement and knowledge during an important time in their youths' educational development.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355772708Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Parental Involvement during Post-Secondary Transition for Youth with Developmental Disabilities.
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245 1 0 $a Parental Involvement during Post-Secondary Transition for Youth with Developmental Disabilities.
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500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Laudan Jahromi.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2018.
504 $a Includes bibliographical references
520 $a Transition from high school to adulthood for students with developmental disabilities is a monumental stage for both the individual and his or her family. Past research has shown that one of the most salient predictors of students' successful transition is their parents' involvement with transition planning, however, during this time parent involvement often declines (Grigal & Neubert, 2004). The current study examined parent involvement and knowledge during the transition from high school to adulthood for the parents of young adults with developmental disabilities. Participants included a diverse sample of 55 parents in an urban school district who had youth with special needs between the ages of 14 and 22. The present study examined parental psychosocial factors, demographic factors, parents' experiences during the transition process, and three dimensions of their educational involvement: school involvement, transition involvement, and transition knowledge. The study found that parent experiences during the transition period (IEP familiarity, perceived teacher invitations, and perceived time and energy) as well as the socio-economics of school neighborhood, were the most salient factors associated with parental involvement and knowledge. The study offers suggestions for future research, policy, and intervention ideas to assist in improving parents' positive experiences during the transition process. These suggestions aim in increasing parental involvement and knowledge during an important time in their youths' educational development.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
650 4 $a Individual & family studies. $3 1181440
650 4 $a Disability studies. $3 809395
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710 2 $a Teachers College, Columbia University. $b Health and Behavior Studies. $3 1181409
773 0 $t Dissertation Abstracts International $g 79-08A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10745017 $z click for full text (PQDT)