Parents' perceptions and knowledge level of transition services and programming needs

Abstract

In the past and present decades, the outlook for students with disabilities regarding independent living, employment opportunities, and postsecondary education has been viewed as dismal. Statistically, students with disabilities remain more likely to drop out of school (43%), more likely to be unemployed (61%), and less likely to enroll in postsecondary education (85%), when compared to the general population of youth graduating from the nation’s public schools. The successful transition from school to adult life for students with disabilities requires preparation in the secondary school, adequate support prior to and at the point of leaving school, and entrance into adult opportunities and services. One of the most critical components of successful transitioning requires effective familial involvement in the process to ensure the continuation of services post-graduation. Parents have been identified as key participants and play a vital role in the successful transitioning of their children. The purpose of this study was to determine the current knowledge level of parents of students with disabilities regarding “transition services” needs and indicate the perceived effectiveness of current programming and services their children are receiving. The study included all parents of students identified by the Spring Valley School District as receiving special education programming, in grades 7-12, during the 2000-2001 school year. This study utilized a survey packet, developed by the researcher, consisting of one “transition service” survey, designed to gather data on the knowledge level of parents relating to IDEA requirements, IEP development, parental participation legislation, and adult service agency agreements and services; one demographic survey, designed to gather descriptive statistics; and one “subjective survey,” designed to elicit parental perceptions of their understanding and confidence levels of their role in the transition process. Findings suggested that a gap still existed between the expressed importance of parental involvement and “actual” parent involvement. There remained a question as to whether the current practices, in actuality, brought about the desired student outcomes. Findings identified that parents were unaware of “key components” related to successful transition planning and parents further indicated they were not receiving adequate support and/or information necessary to become active participants in the process.