Item
Barriers and Supports to Parent Involvement and Collaboration During Transition to Adulthood
Metadados
Título
Barriers and Supports to Parent Involvement and Collaboration During Transition to Adulthood
Descrição
Career Development and Transition for Exceptional Individuals. - © Hammill Institute on Disabilities
Autor
Grace L. Francis; , April Regester; Alexandra S. Reed
Língua
Ano que foi publicado
2018
País de Origem
Tipo de pesquisa
Metodologia
We conducted semistructured interviews with 26 parents of young adults with intellectual and developmental disabilities who graduated from a postsecondary education program in the United States.
Amostra
Participants included 22 mothers and four fathers of PSE graduates. Participant races/ethnicities included White/ Caucasian (72%), Black/African American (16%), Hispanic or Latino (8%), and multiple races or ethnicities (4%). All participants reported English as their preferred language. Most participants reported their domestic status as “married” (85%) and their residence as suburban (76%), which was followed by urban (20%) and rural (4%). Over half of participants reported an annual household income of US$95,000 or higher (57%) and held a graduate degree (68%). Most of participants’ young adults graduated from a PSE in 2015 or 2016 (72%) and were 24 years old or older (44%). PSE graduate disability labels varied, with most participants reporting autism (32%), intellectual dis ability (28%), or multiple disabilities (20%). In line with confidentiality agreements made to participants, we are unable to disaggregate participant demographic data by PSE program.
Método de Pesquisa
The research team used a three-step convenience sampling process to recruit participants (Maxwell, 2005). To start, the principal investigator (PI) compiled a list of nine PSE direc tors and staff who expressed interest in parent involvement and parent–professional collaboration in college (e.g., the importance of partnerships, barriers related to partnerships). Then, the PI sent an email to each PSE director explaining the intent of the study to garner their support to recruit par ticipants, which included them sending out a prepared recruitment letter to caregivers of individuals who graduated from the PSE within the last 3 years. Of the nine PSE direc tors contacted, five agreed to share the recruitment letter with potential participants. Finally, interested participants completed a brief online demographic questionnaire by fol lowing a link embedded in the recruitment email. Participants provided contact information to schedule an interview with the PI after completing basic demographic questions (e.g., race/ethnicity, family income, first language).
Principais Descobertas
this study is significant in understanding the changing roles
that families navigate during their young adult’s transition to
adulthood. Parent perspectives presented in this study may
help PSEs make informed decisions to develop parent and
family programming, systems of communication, parent-to
parent networks, and strategies to facilitate greater student
independence while recognizing family interdependence.
Comentário Avaliativo
study is significant in understanding the changing roles that families navigate during their young adult’s transition to adulthood. Also specify five primary limitations of this study are worth noting.