Parent Expectations and Postsecondary Outcomes for Adolescents with Autism Spectrum Disorder

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Parents of adolescents play a key role in transition planning with and for their child with a disability. Parental involvement has also been recognized as a key component of transition planning as students with disabilities move through the secondary years (deFur, Todd-Allen, & Getzel, 2001; Grigal & Neubert, 2004; Morningstar, Turnbull, & Turnbull, 1996) The Individuals with Disabilities Education Improvement Act (Individuals with Disabilities Education Act [IDEA], 2004) requires transition planning for all students with disabilities beginning by age 14 (20 U.S.C. 1401(a)(19)). Transition planning includes a focus on activities as employment, recreation, postsecondary education, self-determination, and community …show more content…
It will also describe strategies to better aid their child with ASD in reaching his/her postsecondary goals. A literature search was conducted through ERIC, Education Full Text, Academic Search Complete, CINAHL with Full Text, Family & Society Studies Worldwide, Web of Science, Google Scholar, and PsycINFO with the key words autism, parent expectation, adolescent, parent involvement, transition, and high school from 2000-2013. A detailed review of the reference list from relevant sources was also done.
Postsecondary Outcomes for Adolescents with Autism Despite transition planning efforts, postsecondary outcomes for students with disabilities, specifically those with ASD, have been poor. Shattuck et al. (2012) found that adolescents with ASD had a lower rate of employment when compared to those with a speech and language impairment (SLI), learning disability (LD) or intellectual disability (ID). Those with ASD also had lower rages of postsecondary education compared to those with SLI or LD. Among the four disability groups, adolescents and young adults had the highest risk of being completely disengaged from all forms of postsecondary employment and education with this high risk remaining for the first 2 years after high school completion (Shattuck et al., 2012). Taylor and Seltzer (2011) found low employment rates for adolescents and young adults after high school. For those that were able to find competitive employment, the jobs tended to

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