Affiliation:
1. Department of Special Education at the University of
Maryland at College Park,
2. Department of Special Education at the University of
Maryland at College Park
Abstract
A survey was conducted with 234 parents of secondary-level students with high- and low-incidence disabilities in two urban school systems about the importance of secondary instructional domains and transition planning and their post-school expectations for their son or daughter. Significant differences were found between parents of students with high- and low-incidence disabilities in the values they placed on instructional domains and transition planning areas, their desired independent living situations, and their post-school expectations for education and employment for their son or daughter. Implications for practice and research are discussed.
Subject
Organizational Behavior and Human Resource Management,Education
Cited by
31 articles.
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