What do students with disabilities tell us about the importance of family involvement in the transition from school to adult life?(Families of ... Needs): An article from: Exceptional Children

This digital document is an article from Exceptional Children, published by Council for Exceptional Children on December 1, 1995. The length of the article is 7291 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: Abstract: This qualitative study focus groups to explore student perspectives involvement in the transition from school to adult life. Four focus groups, including students with learning disabilities, emotional and behavioral disorders, and mild mental retardation, identified pertinent issues concerning how families influence the development of a personal vision for the future, how students with disabilities perceive family involvement in transition planning, and how families influence the development of student self-determination. Results showed the importance to students of family input and support. Implications for transition planning, family roles for support during adulthood, and family-student-school partnership models are discussed.

Citation Details
Title: What do students with disabilities tell us about the importance of family involvement in the transition from school to adult life?(Families of Children and Adolescents with Special Needs)
Author: Mary E. Morningstar
Publication:Exceptional Children (Refereed)
Date: December 1, 1995
Publisher: Council for Exceptional Children
Volume: v62 Issue: n3 Page: p249(12)

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