Davies Michael D, Beamish Wendi
Griffith University, Brisbane, Australia.
J Intellect Dev Disabil. 2009 Sep;34(3):248-57. doi: 10.1080/13668250903103676.
Few studies have investigated transition programs and outcomes for young adults with disabilities as viewed from the parent perspective. The current Australian study provided a voice for parents to report on the experiences of and outcomes for young adults following their recent transition from school into post-school life.
A mailed survey gathered statewide data from parents (N = 218) whose family member had completed schooling at a secondary or special school. The majority of those participating were parents of adults with intellectual disability and high support needs.
Findings detail school preparation for employment, community activities, and daily living; parent and student involvement in transition goal-setting; and post-school outcomes for young adults and their families.
Parental reflections on family adjustment and life satisfaction for the young adult since leaving school highlight the lack of post-school options and the impact of these circumstances on the whole family.
从家长的角度来看，很少有研究调查过残疾青年的过渡计划及成果。当前这项澳大利亚的研究让家长有机会汇报其家庭成员近期从学校过渡到学校后生活的经历及成果。
通过邮寄调查问卷收集了来自全州范围内家长（N = 218）的数据，这些家长的家庭成员已在中学或特殊学校完成学业。参与调查的大多数家长是有智力残疾且有高度支持需求的成年人的父母。
研究结果详细阐述了为就业、社区活动和日常生活所做的学校准备；家长和学生在过渡目标设定中的参与情况；以及青年及其家庭在学校后的成果。
家长对青年离校后家庭适应情况和生活满意度的反思凸显了学校后选择的匮乏以及这些情况对整个家庭的影响。
