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Differences in Youth and Parent Postsecondary Expectations for Youth with Disabilities
Anne V Kirby1, Kristin Dell'armo2, Andrew C Persch3
1University of Utah, Salt Lake City, UT.
Journal of Vocational Rehabilitation
|March 20, 2020
Summary
Parent and youth expectations significantly influence postsecondary outcomes for students with disabilities. Youth expectations better predict education and living independently, while parent expectations are stronger for employment and benefits.
Area of Science:
- Special Education
- Disability Studies
- Youth Development
Background:
- Parental expectations are key predictors of postsecondary success for youth with disabilities.
- Limited research exists on the interplay between parent and youth expectations and their distinct impacts on postsecondary outcomes.
Purpose of the Study:
- To investigate the relationship between parent and youth expectations among students with disabilities in the U.S.
- To analyze how these expectations differentially predict postsecondary outcomes.
Main Methods:
- Utilized data from the National Longitudinal Transition Study-2 (NLTS2).
- Compared parent and youth expectations across disability categories for 1,940 students.
- Examined the predictive power of expectations on postsecondary outcomes.
Main Results:
- Parent and youth expectations are correlated but differ, with youth expressing higher expectations for independence.
- Both parent and youth expectations significantly predict postsecondary outcomes.
- Youth expectations more strongly predict educational attainment and independent living, while parent expectations more strongly predict employment and Social Security benefits.
Conclusions:
- Collaborative goal-setting between parents and youth is crucial for supporting independent adult living.
- Transition services should align parent and youth expectations to optimize outcomes for youth with disabilities.
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