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Beyond the Cliff: Parent Perspectives on Achieving Positive Employment Outcomes for Their Autistic Young Adult- [electronic resource]
Beyond the Cliff: Parent Perspectives on Achieving Positive Employment Outcomes for Their Autistic Young Adult- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101212
- ISBN
- 9798379957841
- DDC
- 371
- 서명/저자
- Beyond the Cliff: Parent Perspectives on Achieving Positive Employment Outcomes for Their Autistic Young Adult - [electronic resource]
- 발행사항
- [S.l.]: : University of Minnesota., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(210 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
- 주기사항
- Advisor: Bartlett, Kenneth;Johnson, David J.
- 학위논문주기
- Thesis (Ph.D.)--University of Minnesota, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약The unemployment rate for autistic young adults after high school graduation is higher than for all other populations with disabilities. The Individuals with Disabilities Education Act (IDEA) requires transition planning as part of an individualized education plan (IEP) starting no later than age 16. There is evidence, however, that autistic individuals experience difficulty with the transition to adulthood and have numerous needs unmet by current educational and social service providers (Hagner et al., 2014). Research has suggested that the role of parents is of vital importance in creating pathways for their autistic child to successfully achieve adult outcomes, including competitive integrated employment (CIE). CIE is one of the desired outcomes of IEP/transition planning. The purpose of this qualitative, multiple case study was to explore how parents of autistic children helped them navigate post-school transition and obtain CIE. Two theories are thought to play a role in this process. Wigfield and Eccles' (2000) expectancy value theory was extended to parent expectations as contributors to CIE for their autistic children. In parallel, Barbara Fredrickson's broaden-and-build theory (2001) offers a conceptual framework to understand how positive parent expectations play a role in their child's achievement of goals and produces an iterative cycle of higher expectations and achievements. The study identified four closely related themes - the role, expectations, and advocacy of parents, inadequacy of comprehensive transition planning, access to knowledge and limited resources, and dogged determination - that described how parents in this study were able to help their children navigate a path to CIE. Findings have implications for different stakeholders, including other parents who are just beginning the transition process with their autistic child, school staff that support them, as well as social service providers. I also describe considerations for future research and a specific role for human resource development researchers and practitioners.
- 일반주제명
- Special education.
- 일반주제명
- Secondary education.
- 일반주제명
- Education policy.
- 키워드
- Adult outcomes
- 키워드
- IDEA
- 기타저자
- University of Minnesota Organizational Leadership Policy and Development
- 기본자료저록
- Dissertations Abstracts International. 85-01A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101212
■006m o d
■007cr#unu||||||||
■020 ▼a9798379957841
■035 ▼a(MiAaPQ)AAI30525643
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aSilveira, Cassandra L.
■24510▼aBeyond the Cliff: Parent Perspectives on Achieving Positive Employment Outcomes for Their Autistic Young Adult▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Minnesota. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(210 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-01, Section: A.
■500 ▼aAdvisor: Bartlett, Kenneth;Johnson, David J.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThe unemployment rate for autistic young adults after high school graduation is higher than for all other populations with disabilities. The Individuals with Disabilities Education Act (IDEA) requires transition planning as part of an individualized education plan (IEP) starting no later than age 16. There is evidence, however, that autistic individuals experience difficulty with the transition to adulthood and have numerous needs unmet by current educational and social service providers (Hagner et al., 2014). Research has suggested that the role of parents is of vital importance in creating pathways for their autistic child to successfully achieve adult outcomes, including competitive integrated employment (CIE). CIE is one of the desired outcomes of IEP/transition planning. The purpose of this qualitative, multiple case study was to explore how parents of autistic children helped them navigate post-school transition and obtain CIE. Two theories are thought to play a role in this process. Wigfield and Eccles' (2000) expectancy value theory was extended to parent expectations as contributors to CIE for their autistic children. In parallel, Barbara Fredrickson's broaden-and-build theory (2001) offers a conceptual framework to understand how positive parent expectations play a role in their child's achievement of goals and produces an iterative cycle of higher expectations and achievements. The study identified four closely related themes - the role, expectations, and advocacy of parents, inadequacy of comprehensive transition planning, access to knowledge and limited resources, and dogged determination - that described how parents in this study were able to help their children navigate a path to CIE. Findings have implications for different stakeholders, including other parents who are just beginning the transition process with their autistic child, school staff that support them, as well as social service providers. I also describe considerations for future research and a specific role for human resource development researchers and practitioners.
■590 ▼aSchool code: 0130.
■650 4▼aSpecial education.
■650 4▼aSecondary education.
■650 4▼aEducation policy.
■653 ▼aAdult outcomes
■653 ▼aAutism spectrum disorder
■653 ▼aParent expectations
■653 ▼aIDEA
■653 ▼aAutistic young adults
■690 ▼a0703
■690 ▼a0529
■690 ▼a0533
■690 ▼a0458
■71020▼aUniversity of Minnesota▼bOrganizational Leadership, Policy, and Development.
■7730 ▼tDissertations Abstracts International▼g85-01A.
■773 ▼tDissertation Abstract International
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933170▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
