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Career Development for Exceptional Individuals
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Parents' In-School Values and Post-School Expectations for Transition-Aged Youth with Disabilities

Meg Grigal

Department of Special Education at the University of Maryland at College Park, megrigal{at}wam.umd.edu

Debra A. Neubert

Department of Special Education at the University of Maryland at College Park

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.

Career Development for Exceptional Individuals, Vol. 27, No. 1, 65-85 (2004)
DOI: 10.1177/088572880402700105
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This article has been cited by other articles:


Home page
 Career Development for Exceptional IndividualsHome page
L. Jo Landmark, D. D. Zhang, and L. Montoya
Culturally Diverse Parents' Experiences in Their Children's Transition: Knowledge and Involvement
Career Development for Exceptional Individuals, January 1, 2007; 30(2): 68 - 79.
[Abstract] [PDF]