Looking Backward and Framing the Future for Parents’ Aspirations for Their Children With Disabilities

Turnbull, Rud; Turnbull, Ann P.

doi:10.1177/0741932514553124

Cited by 23 publications

(15 citation statements)

References 8 publications

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“…The force of families has long been recognized by the inclusion of parent involvement as a basic principle of IDEA (Turnbull & Turnbull, 2015) and as a core component of every prominent transition framework (e.g., Kohler & Field, 2003;Test, Smith, & Carter, 2014).…”

mentioning

confidence: 99%

The Voices of Parents

2016

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The expectations of parents can shape the post-school pathways of young people with intellectual and developmental disabilities (IDD). Yet little is known about how parents view the employment prospects and priorities of their sons and daughters after high school. We examined expectations, preferences, and concerns of 1,065 parents of children and youth with IDD (below age 22) related to outcomes after leaving high school. We found parents prioritized paid community employment over sheltered options, valued qualitative aspects of the workplace (e.g., personal fit and interaction opportunities) over common employment outcome metrics (e.g., pay and hours), and held substantial concerns about their child's future employment success. We found that multiple factors shaped parental expectations and the extent to which their daughters or sons accessed early career development experiences. We offer recommendations for research and practice aimed at raising expectations for and access to community employment for young people with IDD.

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confidence: 99%

The Voices of Parents

2016

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“…This study extends current research about advocate practice by highlighting advocate behaviors perceived by parents, professionals, and advocates as helpful or unhelpful during conflict. As we continue to strive for greater family-professional partnership practices (R. Turnbull & Turnbull, 2015), it is important to consider all factors that may help or hinder such relationships.…”

Section: Discussionmentioning

confidence: 99%

“…Despite these limitations, this study offers a starting point for further inquiry about the utility of special education advocates during conflict between parents and professionals. The ongoing challenge parents of children with disabilities continue to face warrants the need for advocacy efforts designed to assist families with maintaining a meaningful level of involvement, as envisioned by IDEA (R. Turnbull & Turnbull, 2015).…”

Section: Discussionmentioning

confidence: 99%

Ally Versus Adversary Behaviors: The Utility of a Special Education Advocate During Conflict Between Parents and Professionals

Gershwin

Vick

2019

Journal of Disability Policy Studies

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Despite the Individuals With Disabilities Education Act (IDEA) regulations that specify parent participation for student-level decision-making and planning, these principles do not easily translate to practice for most families. Researchers highlight an implicit assumption within these laws that parents are equipped with the necessary advocacy skills required to understand and exercise their legal rights, including challenging the school district if necessary (Hess, Molina, & Kozleski, 2006; Phillips, 2008). Specifically, IDEA encourages parents to actively participate in activities that include the following: making a request to obtain and examine student records (IDEA 34 C.F.R. § 300.501), providing consent for any formal evaluations (IDEA 34 C.F.R. § 300.300 (a-d)), and participating in the child's Individualized Education Program (IEP) decisions, such as determining the design and delivery of services (IDEA 34 C.F.R. § 300.321; 322; 327). Congress further emphasized the importance of such parent participation by requiring local education agencies to provide parents prior written notice when proposing or refusing to initiate or change any and all education decisions related to the provision of a Free Appropriate Public Education (FAPE) for the child (IDEA 34 C.F.R. § 300. 503). Finally, perhaps the greatest implicit assumption about such parent advocacy lies in the expectation that parents will be able to exercise formal dispute resolution options (Phillips, 2008; Wakelin, 2008), particularly given the college/graduate readability level and excessive jargon used in procedural safeguards (Fitzgerald & Watkins, 2006). Researchers describe challenging districts as an act that requires knowledge, skill, tenacity, and monetary resources (Gorman, 2001; Mueller, 2017). Consequently, studies continue to outline the necessity of advocacy to fulfill these legal responsibilities (Burke, 2013;

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“…Parents may be among the most powerful forces shaping the employment-related experiences and outcomes of their daughters and sons with intellectual and developmental disabilities (IDD). The force of families has long been recognized by the inclusion of parent involvement as a basic principle of Individuals with Disabilities Education Improvement Act [12].…”

Section: Unmet Needs Regarding Employmentmentioning

confidence: 99%

Quality of Life of Adults with Down syndrome in Virginia

Allahyari¹,

Wolf-Branigin²

2018

J Down Syndr Chr Abnorm

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Background: Quality of Life (QOL) has been developing in the field of intellectual development disability since the early 1980s, and ever since there have been research, models, and theoretical constructs along with many recommendations. Ignored in its early development, QOL is now seen as important for support and intervention. Down syndrome is the most common occurring chromosomal condition-one in 700 babies in the USA is born with it. Limited research has been conducted to study quality of life of adults with DS. The present study aims to describe the quality of life of adults with DS in Virginia. Method:Qualitative approach was used to capture the "lived experience" from the perspective of those who live it and create meaning from it. This qualitative study investigated experts' and parents' thoughts and experiences of the adequacy of social service programs in Virginia which included health, rehabilitation, education, employment, and nutrition. Individual face-to-face or telephone interviews were conducted with five experts and five mothers of adult, aged 23 or older with DS. The interviews were analysed using content analysis.Results: Indicated that from a service program perspective (health, rehabilitation, education, employment, nutrition), there is a discrepancy between presented services and unmet needs, namely shelter housing, recreation programs and limitations of City-University Energy-saver (CUE) buses. Conclusion: Adults with DS are considered to have a low quality of life. This study illuminates four new insights yet there remain many challenges into acceptance, marriage, end of life and the present law concerning individuals with DS. The emerging question is: Does quality of life of adults with DS in Virginia depend on their acceptance into society, marriage, solving employment problems or the law on guardianship? Jou rn a l o f D own S y n d r o m e & Ch ro m o s o m e Abn o rm a li ti es RehabilitationAll adults had received service programs like speech or physical or occupational therapies, or infant stimulation program when they were young, and participants found these programs very useful. During Citation: Allahyari T, Wolf-Branigin M (2018) Quality of Life of Adults with Down syndrome in Virginia. J Down Syndr Chr Abnorm 4: 128.

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Looking Backward and Framing the Future for Parents’ Aspirations for Their Children With Disabilities

Cited by 23 publications

References 8 publications

The Voices of Parents

The Voices of Parents

Ally Versus Adversary Behaviors: The Utility of a Special Education Advocate During Conflict Between Parents and Professionals

Quality of Life of Adults with Down syndrome in Virginia

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