Family Perspectives on Post-Secondary Education for Students with Intellectual Disabilities

By Megan M. Griffin, Elise D. Mcmillan, R. Hodapp. Education and Training in Autism and Developmental Disabilities, 2010

110 citations recorded by the source corpus.

This study investigated the issues that families consider when making decisions regarding postsecondary education (PSE) for young adults with intellectual disabilities. Survey respondents were 108 family members of transition-aged students with intellectual disabilities. Although respondents were generally positive about PSE programs, they reported that educators' attitudes were less supportive. Respondents identified many barriers that prevent their understanding of PSE options, but a lack of information and guidance was the barrier cited by the most respondents. When considering PSE options, respondents were most concerned about student safety, and they considered a focus on employment to be the most important program component. Continued research is needed to investigate the factors critical in developing successful PSE programs for students with intellectual disabilities.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/dec3611f262762e5c8547cd7d31ccd9b14080477

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Citations in the corpus

• Parent Involvement in the Transition Process of Children With Intellectual Disabilities: The Influence of Inclusion on Parent Desires and Expectations for Postsecondary Education (2012, background): “Further research in parent involvement is important to ensure that young adults with disabilities receive the opportunities created by law, benefit from highly knowledgeable professionals, and achieve a quality of postschool life (Griffin et al., 2010).”