Article2001

Transition for Young Adults With Severe Mental Retardation: School Preparation, Parent Expectations, and Family Involvement

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Disability Education and Employment Down syndrome and intellectual disability research Family and Disability Support Research

Abstract

Little is known regarding the extent to which schools are implementing transition programming for students with severe mental retardation and other related issues: parent expectations of transition outcomes, postschool vocational outcomes, and parent involvement in the transition process. These issues were examined with 52 families who had transition age sons or daughters with severe mental retardation. Results revealed that (a) schools are providing a variety of instruction in the area of transition; (b) parents' ideal views of vocational outcomes are not always consistent with their realistic views; (c) for students who have exited the school system, the majority (54%) are working in segregated environments; and (d) families are very involved in the transition programming of their sons or daughters.

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References

1984Life-Span Development and Behavior 1996Longitudinal Postschool Outcomes of Youth with Disabilities: Findings from the National Longitudinal Transition Study 1985Factors Associated with the Employment Status of Handicapped Youth Exiting High School from 1979 to 1983 2006Life beyond the classroom : transition strategies for young people with disabilities 1985Transition: A Look at the Foundations 1997School-to-Work Components That Predict Postschool Success for Students with and without Disabilities 1995What Do Students with Disabilities Tell Us about the Importance of Family Involvement in the Transition from School to Adult Life?1993Quality of Life as a Conceptual Framework for Evaluating Transition Outcomes

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