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Identifying Parent Needs in Transition: A Systematic Review of the Qualitative Literature
Journal of Child and Family Studies (2018)
  • Kara A. Hirano, Illinois State University
  • Dawn A. Rowe, University of Oregon
  • Lauren Lindstrom, University of California
  • Paula Chan, Cleveland State University
Family involvement is particularly important to the postschool success of young adults with disabilities who typically experience fewer education and employment opportunities after leaving high school than their same age peers without disabilities. Despite mandates for family involvement, school-home partnerships remain elusive, particularly for low-income and culturally and linguistically diverse families. This metasynthesis of findings from 22 qualitative studies examines family perceptions of barriers to transition from school to adulthood and involvement in transition planning. This metasynthesis adds to the literature on family involvement in special education by utilizing Bourdeuian social reproduction theory and Bronfenbrenner's ecological systems theory to frame the discussion and inform recommendations for research and practice that focus on schools and adult service systems rather than deficiencies in families.
  • Identifying,
  • Parent Needs,
  • Transition,
  • Systematic Review,
  • Qualitative Literature
Publication Date
January 1, 2018
10.1007/s10826- 018-1189-y
Citation Information
Kara A. Hirano, Dawn A. Rowe, Lauren Lindstrom and Paula Chan. "Identifying Parent Needs in Transition: A Systematic Review of the Qualitative Literature" Journal of Child and Family Studies Vol. 27 (2018) p. 3440 - 3456 ISSN: 1062-1024
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