Parent Involvement in Transition Planning for Youth With Disabilities: A Qualitative Metasynthesis

• In Event: Marriott Roundtable Session 65
  In Roundtable Session: Parent Empowerment and Involvement in Secondary and Postsecondary Settings

Abstract

Parent involvement may be particularly important to the post-school success of young adults with disabilities who typically experience fewer education and employment opportunities after leaving high school than peers without disabilities. Despite mandates for parent involvement, school-home partnerships remain elusive, particularly for low-income and culturally and linguistically diverse families. This paper reports results from a metasynthesis of qualitative studies examining parental perceptions of barriers to transition and involvement in transition planning for their transition age youth, age 14-25, with a disability. This metasynthesis adds to the literature in special education by utilizing Bourdeuian social reproduction theory to frame the discussion and inform recommendations for research and practice that focus on school systems and education policy rather than deficiencies in families.

Authors

• Kara Hirano, Illinois State University

• Lauren Lindstrom, University of California Davis

• Dawn Rowe, University of Oregon