Generations of Hope: Parental Perspectives on the Transitions of Their Children with Severe Retardation from School to Adult Life

Abstract

Transitions within families are socially constructed processes that need to be understood in both their his torical and their cultural context. This study explored how parents interpret the events and relationships sur rounding the transition of their children with severe disabilities from school to adult life. The study used qualitative techniques to collect and analyze data from two sets of parents grouped according to their children's ages. Results indicated that the parents interviewed tended to perceive three distinct types of transition: bureaucratic, family life, and adult status. Generational patterns of parental response to these transitions are discussed in terms of professional relationships and selfreliance. A matrix of these response patterns is pre sented. The findings suggested several ways in which parent-professional cooperation around transition events might be improved.

Effect of Parent Involvement and Parent Expectations on Postsecondary Outcomes for Individuals Who Are d/Deaf or Hard of Hearing

“…Parental involvement is fundamental during the transition decision-making process (Ferguson, Ferguson, & Jones, 1988). Parent participation throughout the IEP process has been linked to numerous beneficial outcomes, such as the development of positive parent and professional relationships, positive educational outcomes for students, and higher rates of employment after high school (Saliember & Furney, 1997;Test et al, 2009).…”

Careers in Caring: The Changing Situations of Parents Caring for an Offspring with Learning Difficulties

“…The transition to adulthood may imply changes in family relationships (Brotherston, Backus, Summers & Turnbull. 1986) and the renegotiation of service contacts, roles and responsibilities (Fergusson, Fergusson & Jones;. Wikler (1981Wikler ( , 1986 suggested that Downloaded by [Queensland University of Technology] at 10:53 14 October 2014 there are increased levels of parental stress associated with such social transitions, periodic reawakenings of the 'chronic sorrow' of having a child with a severe disability (Olshansky, 1962;Wikler, Wasow & Hatfield, 1981).…”

The transition into adulthood for children with a severe intellectual disability: parents’ views

“…Research suggests that parental stress heightens when they perceive themselves (or their child) to deviate from cultural norms -e.g. having more involvement in their child's adult life as opposed to the standard 'norm' of less involvement as their child transitions into adulthood (Ferguson, Ferguson and Jones, 1988). Additionally, the types of meaning that parents make when confronted by transitional stress (e.g., global versus situational) are suggested to have implications for parental adjustments, and for the wellbeing of their child and wider family system (Park, 2010).…”