Transition goals and experiences of females with disabilities: youth, parents, and professionals

• Autores: Jennifer M. Hogansen, Kristin Powers, Sarah Geenen, Eleanor Gil-Kashiwabara, Laurie Powers
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 74, Nº. 2, 2008, págs. 215-234
• Idioma: inglés
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• Resumen

  • This study examined the influence of gender on the transition goals and experiences of female students with disabilities. Data were gathered from 146 participants, including female youth with disabilities (n = 67), parents of young women with disabilities (n = 34), and professionals who work with them (n = 45). Findings suggest that females with disabilities have unique experiences related to (a) type of transition goals established for them; (b) factors that shape these transition goals, such as self-perception, mentors, peers, family, and exposure to opportunities; (c) sources of support and impediments to transition to adulthood, such as special education personnel and programs; and (d) contextual issues, such as cultural and linguistic diversity. Practice and fUture research implications are discussed.