Family expectations and transition experiences for young adults with severe disabilities: does syndrome matter?

Blacher, Jan; Kraemer, Bonnie; Howell, Erica

doi:10.5042/amhld.2010.0052

Cited by 72 publications

(44 citation statements)

References 42 publications

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“…individuals with intellectual or developmental disabilities, psychiatric disorders or of typical development; Benjak et al, 2009;Blacher et al, 2010;Griffith et al, 2010). Family members of individuals with ASD are typically shown to report lower ratings of wellbeing as compared to other families; however, betweengroup variation exists.…”

Section: Key Findings Of Family Wellbeingmentioning

confidence: 98%

Family wellbeing of individuals with autism spectrum disorder: A scoping review

Tint

Weiss

2015

Autism

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Families play an important role in supporting individuals with autism spectrum disorder across the lifespan. Indicators of family wellbeing can help to establish benchmarks for service provision and evaluation; however, a critical first step is a clear understanding of the construct in question. The purpose of the current scoping review was to (a) summarize current conceptualizations and measurements of family wellbeing, (b) synthesize key findings, and (c) highlight gaps and limitations in the extant literature. A final review of 86 articles highlighted the difficulty of synthesizing findings of family wellbeing in the autism spectrum disorder literature due to varied measurement techniques and the limited use of a common theoretical direction. Considerations for future research are presented with an eye toward policy relevance.

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Section: Key Findings Of Family Wellbeingmentioning

confidence: 98%

Family wellbeing of individuals with autism spectrum disorder: A scoping review

Tint

Weiss

2015

Autism

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“…Other research has focussed on key transition points in the lives of young people with disabilities as they move from a school environment to work or adult life more generally. Blacher et al (2010) compared the expectations of parents of young people with autism and Down Syndrome. They found that the parents of young people with Down Syndrome were more Downloaded by [Library Services City University London] at 08:21 30 June 2016 likely to expect them to move into work while there were more restrictive expectations among parents of young adults with autism (3).…”

Section: Parental Expectations Of Children With Disabilitiesmentioning

confidence: 99%

The role of parental expectations in understanding social and academic well-being among children with disabilities in Ireland

McCoy

Maître

Watson

et al. 2016

European Journal of Special Needs Education

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This paper draws on longitudinal data to examine the extent to which parents' educational expectations shape academic development and changes in self-concept among young people with different types of disability. The analysis is based on the Growing Up in Ireland longitudinal study, which tracked 7423 children between the primary to secondary school years, 21% of whom were identified with one of four main disability types. Our conceptual framework assumes that parental expectations at age 9 will be influenced by both the child's disability and child's academic achievement at that stage, as well as being influenced by other factors such as parent's own education, family economic vulnerability, family relationships and family structure. Therefore, we take these factors into account in tracing the consequences of parental expectations at age 9, on academic and social outcomes at age 13 after the transition to secondary education. Among young people with a disability, poorer self-concept at age 13 is partly explained by lower parental expectations, particularly for those with general learning and emotional/behavioural disabilities. Similarly, parental expectations are a significant influence on children's academic outcomes and partly explain the effects of disability status on academic development. Parents' beliefs about their children's abilities have a strong influence on achievement and self-concept, raising important issues around the need to promote equality of opportunity, raising awareness of the educational opportunities available, promoting positive expectations and engagement with school and the importance of promoting a range of opportunities for achievement.

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“…There is a need for coordinated planning, collaboration and decision-making among school staff, families and community agencies [3]. Active student engagement [4] and parental involvement are also critical for a successful transition experience for this population group [4][5][6][7]. Australian research utilising qualitative data from surveys has highlighted a lack of involvement of the young person with intellectual disability in the transition process [6], even though this is seen as best practice and has been found to lead to more positive post-school outcomes [8].…”

Section: Introductionmentioning

confidence: 99%

“…Australian research utilising qualitative data from surveys has highlighted a lack of involvement of the young person with intellectual disability in the transition process [6], even though this is seen as best practice and has been found to lead to more positive post-school outcomes [8]. Two American questionnairebased studies which were administered through interview, a systematic literature review, and another American qualitative study reported that parental involvement was lacking during the transition planning process [5,[9][10][11].…”

Section: Introductionmentioning

confidence: 99%

Transition to adulthood for young people with intellectual disability: the experiences of their families

Leonard

Foley

Pikora

et al. 2016

Eur Child Adolesc Psychiatry

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Whilst the transition from school to adult roles can be challenging for any adolescent, for those with an intellectual disability it can present as a particularly difficult time both for the individual and their family. The process may involve coordinated planning, collaboration and decision-making among school staff, families and community agencies. This mixed-methods study utilised information from two cohorts: young people with Down syndrome in Western Australia (n = 190) and young people with intellectual disability (of any cause) in Queensland, Australia (n = 150). The parent-report questionnaires administered in both states comprised two parts: part 1 collected information about the individual with intellectual disability including information on health, functioning and service needs, and about specific transition related issues; and part 2 collected information about the health and well-being of their family. The majority (87 %) of parents said that they were involved in decision-making about transition planning but less than two-thirds (59.5 %) of young people were involved in this process. The three most helpful strategies indicated by parents that assisted with transition planning related to the provision of more information about financial assistance, the school transition program and the building of informal community-based supports. A number of themes emerged from the qualitative data which included parents' views and concerns about the capacity of their young adult to adapt and change to life in adulthood, their difficulty navigating services and programs, issues and challenges around their young person building connectedness, strain on family wellbeing and finances and worry about the longer term future.

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Family expectations and transition experiences for young adults with severe disabilities: does syndrome matter?

Cited by 72 publications

References 42 publications

Family wellbeing of individuals with autism spectrum disorder: A scoping review

Family wellbeing of individuals with autism spectrum disorder: A scoping review

The role of parental expectations in understanding social and academic well-being among children with disabilities in Ireland

Transition to adulthood for young people with intellectual disability: the experiences of their families

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