Defense Date

10-17-2016

Availability

Worldwide Access

Submission Type

dissertation

Degree Name

PhD

Department

School Psychology

School

School of Education

Committee Chair

Ara Schmitt

Committee Member

Kara McGoey

Committee Member

Carol Parke

Keywords

intellectual disability, parent and teacher perceptions, transition

Abstract

While growing, the current research field of transition planning and outcomes for students with intellectual disabilities is still lacking, particularly regarding employment. One possible reason for transition discord could be a lack of consensus between transition team members, particularly family members and teachers. The present study explored parent and teacher agreement of students with intellectual disabilities and their adaptive skills related to employment, while also investigating the effects of IQ. Results indicated strong agreement regarding parents and teachers perceptions of students with intellectual disabilities and their abilities related to employment readiness. In addition, group differences were not found when controlling for IQ score. This study adds to the transition literature base, as well as parent and teacher agreement regarding a student’s skills. Implications of these findings and recommendations for future research are also discussed.

Format

PDF

Language

English

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