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dc.contributor.authorDavies, Michaelen_US
dc.contributor.authorBeamish, Wendien_US
dc.date.accessioned2017-05-03T11:53:57Z
dc.date.available2017-05-03T11:53:57Z
dc.date.issued2009en_US
dc.date.modified2010-01-29T06:20:40Z
dc.identifier.issn14699532en_US
dc.identifier.doi10.1080/13668250903103676en_AU
dc.identifier.urihttp://hdl.handle.net/10072/28610
dc.description.abstractBackground : Few studies have investigated transition programs and outcomes for young adults with disabilities as viewed from the parent perspective. The current Australian study provided a voice for parents to report on the experiences of and outcomes for young adults following their recent transition from school into post-school life. Method : A mailed survey gathered statewide data from parents (n = 218) whose family member had completed schooling at a secondary or special school. The majority of those participating were parents of adults with intellectual disabilities disability and high support needs. Results : Findings detail school preparation for employment, community activities, and daily living; parent and student involvement in transition goal-setting; and post-school outcomes for young adults and their families. Conclusions : Parental reflections on family adjustment and life satisfaction for the young adult since leaving school highlight the lack of post-school options and the impact of these circumstances on the whole family.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent125555 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherInforma Healthcareen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom248en_US
dc.relation.ispartofpageto257en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalJournal of Intellectual & Developmental Disabilityen_US
dc.relation.ispartofvolume34en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchSpecial Education and Disabilityen_US
dc.subject.fieldofresearchcode130312en_US
dc.titleTransitions from school for young adults with intellectual disability: Parental perspectives on “life as an adjustment”en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2009 Taylor & Francis. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher.Please refer to the journal link for access to the definitive, published version.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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