Perspectives of Families of Adult-Aged Students with Cognitive and/or Developmental Disabilities and Their Decisions Considered as Students Transition to Adult Postsecondary Education Programming and Utilization of outside Agency Support

Autor/in	Joy, Nicholas
Titel	Perspectives of Families of Adult-Aged Students with Cognitive and/or Developmental Disabilities and Their Decisions Considered as Students Transition to Adult Postsecondary Education Programming and Utilization of outside Agency Support
Quelle	(2022), (92 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Concordia University, Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-3664-7
Schlagwörter	Hochschulschrift; Dissertation; Adult Students; Family Attitudes; Developmental Disabilities; Intellectual Disability; Decision Making; Adult Learning; Transitional Programs; Family Environment; Rural Population; Social Agencies; Services; High School Students; Educational Certificates; Special Education; Social Support Groups; High School Graduates + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Entwicklungsstörung; Intellect; Disability; Disabilities; Verstand; Behinderung; Decision-making; Entscheidungsfindung; Adulte education; Adult training; Erwachsenenbildung; Familienmilieu; Landbevölkerung; Sozialisationsagentur; Dienstleistung; High school; High schools; Oberschule; Bildungsabschluss; Schulzeugnis; Special needs education; Sonderpädagogik; Sonderschulwesen; Social support; Soziale Unterstützung; Graduate; Graduates; Absolvent; Absolventin
Abstract	Adult postsecondary transition programs can be found within larger cities; however, school districts in rural communities have their own challenges due to limited resources. With transition programming, do families in the community understand and utilize the services, activities, and programs offered by outside agencies? The purpose of this qualitative case study was to explore the transitional phase that rural families of adult-aged students with cognitive and/or developmental disabilities experience as their child transitioned from a high school postsecondary certificate of completion program to placement with an adult outside service agency. Additionally, this study examined the perspectives of rural families whose children currently attended a high school postsecondary transition program and would be obtaining outside agency support once they child turned 22 years of age. Utilizing the bioecological theoretical model, focus was placed on the cultural factors, perspectives, and beliefs surrounding disabilities and special education within the community, organizational supports, and individual factors of the students and perspectives of the caregivers as they navigate the barriers and supports within the school system. Data from interviews indicated school programming can improve communication and collaboration between the families, school, and outside agencies. Next steps recommended creating and implementing a protocol for families, school special education teams, and outside agencies as children continue transition programming. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01