Parents' Perspectives on Transition and Postsecondary Outcomes for Their Children Who Are d/Deaf or Hard of Hearing

Autor/inn/en	Cawthon, Stephanie W.; Caemmerer, Jacqueline M.
Titel	Parents' Perspectives on Transition and Postsecondary Outcomes for Their Children Who Are d/Deaf or Hard of Hearing
Quelle	In: American Annals of the Deaf, 159 (2014) 1, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Postsecondary Education; Hearing Impairments; Parent Attitudes; Transitional Programs; Parent Role; Parent Participation; Expectation; Individualized Education Programs; Educational Attainment; Employment Level; Comorbidity; Disabilities; Special Education; Online Surveys; National Surveys; Student Characteristics; Age Differences; Racial Differences; Ethnic Groups; Gender Differences; Symptoms (Individual Disorders) + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Post-secondary education; Tertiäre Bildung; Hearing impairment; Hörbehinderung; Elternverhalten; Parental role; Elternrolle; Elternmitwirkung; Expectancy; Erwartung; Individualized education program; Individualisierendes Lernen; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Ethnie; Geschlechterkonflikt; Psychiatrische Symptomatik
Abstract	Parent Involvement and parent expectations are important factors in successful academic and career outcomes for students who are d/Deaf or hard of hearing. Parental roles are particularly important during the transition planning process for students with disabilities. Results are presented from an exploratory study of 56 parents that measured their involvement, perceptions, and expectations during the transition process. Parents positively rated their experiences with the individualized education program (IEP) process and held high expectations for both their child's educational attainment and employment. However, differences in expectations and perceptions emerged among parents whose children had co-occurring disabilities. Future directions for research and practice are discussed, including the implications of the demographics of the study sample and the relationship between parental demographics and parents' expectations for their children. (The authors acknowledge support from the Pepnet 2 and Research and Evidence Synthesis Teams.) (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01