Parent and Youth Post-School Expectations: Students With Intellectual Disability in Rural Schools

Bouck, Emily C.; Long, Holly; Costello, M. Patty

doi:10.1177/8756870520945572

Cited by 5 publications

(9 citation statements)

References 29 publications

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“…Furthermore, nine studies were conducted in the United States (Bouck, 2020;Brown et al, 2018;Chan et al, 2018;Collier et al, 2017;Cullen et al, 2017;Dell'Armo et al, 2019;Houseworth et al, 2018;Ryan et al, 2019;Stancliffe & Anderson, 2017) and three articles in the United Kingdom (Bennett et al, 2019;Terras et al, 2018;Williams et al, 2018). Two studies were respectively conducted in Australia (Ho et al, 2018;Thompson et al, 2018), Taiwan (Chou et al, 2017;Lin et al, 2020) and Norway (Janson & Aure, 2021;Roos & Sondenaa, 2020).…”

Section: Background Of the Studiesmentioning

confidence: 99%

“…Other than that, each study was conducted in German (Schmidt et al 2021), Florida (Agarwal et al, 2021), Sweden (Johansson et al, 2017), Greece (Dimitriadou et al, 2017), Ireland (Gadd, 2020), Scotland (Anderson et al, 2020), England (Hassiotis et al, 2020), Among the 28 articles, 19 articles involve persons with intellectual or learning disabilities as a research sample (Bennett et al, 2019;Cano et al, 2019;Chan et al, 2018;Chou et al, 2017;Collier et al, 2017;Cullen et al, 2017;Dell'Armo et al, 2019;Dimitriadou et al, 2017;Gadd, 2020;Ho et al, 2018;Houseworth et al, 2018;Kilincaslan et al, 2019;Lin et al, 2020;Park & Park, 2019;Ryan et al, 2019;Schmidt et al, 2021;Stancliffe & Anderson 2017;Terras et al, 2018;Williams et al, 2018). Six articles analyse data from the parents or caregivers of the persons with intellectual disabilities (Agarwal et al, 2021;Bouck, 2020;Brown et al, 2018;Janson & Aure, 2021;Roos & Sondenaa, 2020;Thompson et al, 2018), and three articles employ professionals involved directly with persons of intellectual disabilities as research participants (Anderson et al, 2020;Hassiotis et al, 2020;Johansson et al, 2017).…”

Section: Background Of the Studiesmentioning

confidence: 99%

“…Regarding the year of publication, six articles were published in 2017 (Chou et al, 2017;Collier et al, 2017;Cullen et al, 2017;Dimitriadou et al, 2017;Stancliffe & Anderson, 2017;Johansson et al, 2017), and seven were published in the year 2018 (Brown et al, 2018;Chan et al, 2018;Ho et al, 2018;Houseworth et al, 2018;Terras et al, 2018;Thompson et al, 2018;Williams et al, 2018). Next, six articles were published in 2019 (Bennett et al, 2019;Cano et al, 2019;Dell'Armo et al, 2019;Kilincaslan et al, 2019;Park & Park, 2019;Ryan et al, 2019), followed by six were published in 2020 (Anderson et al, 2020;Bouck, 2020;Gadd, 2020;Hassiotis et al, 2020;Lin et al, 2020;Roos & Sondenaa, 2020), and three articles published in 2021 (Agarwal et al, 2021;Janson & Aure, 2021;Schmidt et al, 2021).…”

Section: Background Of the Studiesmentioning

confidence: 99%

“…These three crucial skills are considered important steps in the transition process for persons with intellectual disabilities as adults (Bouck, 2020;Cano, 2019;Chan, 2018;Johansson, 2017;Schmidt, 2020;Terras, 2018). Adequate training and workshops can truly reinforce the skill or behaviour of PWID that align with their interests and goals to promote independent living skills (Houseworth, 2018;Park & Park, 2019;Ryan, 2019).…”

Section: Skillsmentioning

confidence: 99%

See 3 more Smart Citations

Factor Affecting Independent Living of Persons with Intellectual Disabilities: A Systematic Review

Zambri¹,

Amin²,

Kamil³

et al. 2023

IJARPED

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Evidence indicates that the transition process to adulthood represents a critical and confusing time in the life of any person with intellectual disabilities (PWID). However, PWID often experiences adaptive functioning deficits that negatively impact an individual's ability to achieve independence. Many previous studies only focus on persons with physical disabilities and place less emphasis on the empowerment of independent living for PWID. Therefore, this systematic literature review, guided by the publication standard Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), tries to identify the factors that could affect PWID to live independently. This study selected articles using two databases: Scopus and Web of Sciences, from 2017 to 2020, resulting in a total of 607 articles. Overall, only 28 selected articles were discussed in this review after the quality appraisal process using Mixed Methods Appraisal Tool (MMAT). In sum, this systematic review found two main themes: individual factors and environmental factors. For individual factors, there are four subthemes: gender, cognitive ability, self-attitudes and skills. Whereas, for environmental factors, there are eight sub-themes family, community, policy, technology, economy, health, education and geographical location. Thus, this study contributes to the conceptual framework for future research involving independent living for PWID.

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Section: Background Of the Studiesmentioning

confidence: 99%

Section: Background Of the Studiesmentioning

confidence: 99%

Section: Background Of the Studiesmentioning

confidence: 99%

Section: Skillsmentioning

confidence: 99%

See 2 more Smart Citations

Factor Affecting Independent Living of Persons with Intellectual Disabilities: A Systematic Review

Zambri¹,

Amin²,

Kamil³

et al. 2023

IJARPED

View full text Add to dashboard Cite

show abstract

“…Indeed, many parents can become frustrated by their experiences navigating the education system, or have experienced situations where schools were unresponsive to their needs and concerns (Robinson, 2018). Collectively, these experiences may serve as barriers that ultimately lower educational expectations—an assertion that a growing literature has begun to emphasize (e.g., Bouck et al, 2020; Hirano & Rowe, 2016; Masino & Hodapp, 1996).…”

Section: Parental Educational Expectations For Young People With Disa...mentioning

confidence: 99%

The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities: A Longitudinal Investigation

O’Donnell

Redmond

Arciuli

et al. 2022

Exceptional Children

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Past research has established clear educational inequities between young people with disabilities and their peers. In part, some of these inequities may be attributed to expectations. In this study, we examined whether parental expectations were related to school functioning at high school, with school functioning broadly defined as ease and frequency of engagement in school-based activities. Using the Longitudinal Study of Australian Children ( N = 3,956; 48.9% female; 5.01% with disability), we examined parental expectations and school functioning measured at three time-points, biennially from the ages of 12 and 13 through to 16 and 17. A multigroup, parallel latent growth curve analysis revealed that high parental expectations at the first timepoint predicted steeper increases in the trajectory of school functioning over time, but only among young people with disability. Parental expectations did not significantly predict school functioning trajectories for the remainder of the sample. Subsequent multigroup analyses that compared disability characteristics revealed that learning difficulties and speech problems, in particular, were associated with lower parental expectations. These results suggest that the perceptions of parents in the lives of young people with disability are important and efforts to shape them may have long-term benefits.

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Supporting Positive Post-School Outcomes for Students With Disabilities in Rural Locations

Scheef,

Bruno,

Whittenburg

2023

Rural Special Education Quarterly

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Individuals with disabilities are less likely than their peers without disabilities to be employed or enrolled in postsecondary education. Even with federal legislation efforts designed to provide targeted supports to this population, the discrepancy persists. Students with disabilities who attend schools in rural settings may experience additional barriers to employment and postsecondary enrollment not faced by those in urban and suburban locales. This article reviews post-school outcomes and barriers that youth with disabilities in rural areas may encounter. These may include concerns related to transportation, limited opportunities, and varied perceptions on the value of higher education. In addition, special educators in rural schools may have limited training opportunities and a wide range of position responsibilities that require expertise in many areas. Then, to help address these discrepancies, strategies to support students and improve services are presented in four broad areas, including (a) augmenting teacher training and practice, (b) partnering with vocational rehabilitation, (c) improving public policy, and (d) leveraging the strengths of rural communities.

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Parent and Youth Post-School Expectations: Students With Intellectual Disability in Rural Schools

Cited by 5 publications

References 29 publications

Factor Affecting Independent Living of Persons with Intellectual Disabilities: A Systematic Review

Factor Affecting Independent Living of Persons with Intellectual Disabilities: A Systematic Review

The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities: A Longitudinal Investigation

Supporting Positive Post-School Outcomes for Students With Disabilities in Rural Locations

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