Similarities and Differences in the Transition Expectations of Youth and Parents

Autor/inn/en	Powers, Kristin; Geenen, Sarah; Powers, Laurie E.
Titel	Similarities and Differences in the Transition Expectations of Youth and Parents
Quelle	In: Career Development for Exceptional Individuals, 32 (2009) 3, S.132-144 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-7288
DOI	10.1177/0885728809346302
Schlagwörter	Disabilities; Factor Analysis; Expectation; Barriers; Parent Attitudes; Student Attitudes; Community Based Instruction (Disabilities); Normalization (Disabilities); Correlation; Transitional Programs; Student Surveys; Community Surveys + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Faktorenanalyse; Expectancy; Erwartung; Elternverhalten; Schülerverhalten; Normalisierung; Korrelation; Schülerbefragung
Abstract	This study explored similarities and differences in the transition expectations of parents and youth. Independent samples of parents (N = 270) of transition-age youth with disabilities and students with disabilities (N = 242) were surveyed about the importance of achieving various adult goals, having specific types of transition-related training and skills, and potential barriers to transition. Factor analysis of the data yielded six scales, and significant differences were found between youth and parents on four of these scales indicating that parents tend to value teacher support more, whereas youth reported higher levels of self-esteem, greater barriers to transition, and more interest in assuming caretaking roles in their future. Parents and students were in agreement, however, around the goals they felt were most important for transition: finishing high school, having health insurance, and having access to a good doctor. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10