Date of Award
8-2018
Degree Type
Creative Project
Degree Name
Master of Education (MEd)
Department
Special Education and Rehabilitation
Committee Chair(s)
Robert Morgan
Committee
Robert Morgan
Committee
Kimberly Snow
Committee
Jared Schultz
Abstract
The Individuals with Disabilities Education Act of 2004 requires transition planning to begin at age 16 years, but many states require transition planning to begin even earlier. In Utah, the amended age for starting transition planning is 14 years. Early implementation of transition planning requires collaboration between middle school teachers, parents, and adult service agencies. Parents of middle school students with significant disabilities completed an online survey to identify postsecondary transition related priorities and knowledge. Participants identified top priorities within seven transition outcomes, as well as the information needed to understand and support their student within each specific transition area. Results showed that middle school parents prioritized the development of social relationships and daily living/functional skills. The highest frequencies included having relationships and seeing friends within organized groups, relationships with family, and living at home. Results from this study will guide transition teachers and service providers in developing training sessions for parents of middle school students.
Recommended Citation
Hackwell, Laura A., "Parent Priorities and Knowledge Regarding Transition to Adulthood for Middle School Students with Significant Disabilities" (2018). All Graduate Plan B and other Reports, Spring 1920 to Spring 2023. 1316.
https://digitalcommons.usu.edu/gradreports/1316
Included in
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .