A survey was conducted with 234 parents of secondary-level students with high- and low-incidence disabilities in two urban school systems about the importance of secondary instructional domains and transition planning and their post-school expectations for their son or daughter. Significant differences were found between parents of students with high- and low-incidence disabilities in the values they placed on instructional domains and transition planning areas, their desired independent living situations, and their post-school expectations for education and employment for their son or daughter. Implications for practice and research are discussed.
Grigal, M., & Neubert, D. (2004). Parents' in-school values and post-school expectations for transition-aged youth with disabilities. Career Development for Exceptional Individuals, 27(1), 65-86.