Articlegreen1995

What Do Students with Disabilities Tell Us about the Importance of Family Involvement in the Transition from School to Adult Life?

Mary E. Morningstar · Ann P. Turnbull · H. Rutherford Turnbull

202 citations0/0 files storedExceptional Children

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Disability Education and Employment Parental Involvement in Education Family and Disability Support Research

Abstract

This qualitative study used focus groups to explore student perspectives on family involvement in the transition from school to adult life. Four focus groups, including students with learning disabilities, emotional and behavioral disorders, and mild mental retardation, identified pertinent issues concerning how families influence the development of a personal vision for the future, how students with disabilities perceive family involvement in transition planning, and how families influence the development of student self-determination. Results showed the importance to students of family input and support. Implications for transition planning, family roles for support during adulthood, and family-student-school partnership models are discussed.

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References

1985Naturalistic inquiry 1989Focus Groups: A Practical Guide for Applied Research 1990Focus Groups: Theory and Practice 1998Focus Groups as Qualitative Research 1993When to Use Focus Groups and Why 1986Families, Professionals, and Exceptionality: A Special Partnership 1987Competitive Employment Issues and Strategies Competitive Employment Issues and Strategies RuschFrank R., PhD, Editor (1986). Paul H. Brookes Publishing, PO Box 10624, Baltimore, MD 21285-0624. 363 pp., $34.95.

Cited by

2006Conducting Qualitative Interview Research With People With Expressive Language Difficulties 2007Transition to Employment: Role of the Family in Career Development 2005Self-Determination Perceptions and Behaviors of Diverse Students with LD During the Transition Planning Process 2005Mandates and Effective Transition Planning Practices Reflected in IEPs 2009Transition Planning/Coordinating Interventions for Youth with Disabilities 2001Transition to Adulthood: Mental Retardation, Families, and Culture 2006Direct Observation of Teacher-Directed IEP Meetings: Establishing the Need for Student IEP Meeting Instruction

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