Parents' perceptions of their involvement in planning the transition from school to work for their children with disabilities in Texas /
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1992.
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| Subjects: | |
| Online Access: | Link to OAKTrust copy |
| Abstract: | A critical aspect of ensuring a successful transition from school to work is involving the parents in making decisions regarding these issues. This research surveyed parents of students ages 16-22 served by special education in public schools nominated as having exemplary transition programs to determine how parents perceive their involvement in transition planning. The goals of the research were to determine how parents perceive their involvement in planning the transition from school to work for their children with disabilities, how the schools' perceptions of how they are involving parents in transition planning compare and contrast with parent perceptions, whether parental involvement varies across demographic variables, and implications of parental perceptions for planning school to work transition for students with disabilities. A random sample of 240 parents from eight school districts nominated as having exemplary transition programs in Texas was surveyed by mail. The initial return rate was 20%; a telephone follow-up of nonrespondents resulted in a total return rate of 60%. Comparisons were made among parents grouped according to demographic variables surveyed and according to school districts. Survey findings indicated that some parents perceived themselves as being involved in transition planning and some did not. Both perceptions were found in all eight districts; there was no one district that stood out. There were also no apparent differences among different demographic variables; however, the numbers within each subgroup were too small to allow statistical analysis. A difference was found between respondents who completed the mailed survey and those followed-up by telephone. The survey was followed by case studies of five parents who volunteered to provide further information in a personal interview. Interview data was triangulated with data from school records, student cumulative folders, and school district personnel. Data collected from the five interviews were checked by all respondents for accuracy. Findings from the case studies indicated that even among programs considered exemplary in Texas, there was a broad range of district approaches for involving parents. Transition programs ranged from meeting the minimal legal requirements regarding parent involvement to going to extremes necessary to ensure parent involvement. |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Vocational Education." |
| Physical Description: | xi, 198 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references. |