Parent Perceptions of Transition-to-Adulthood Planning for Blind and Visually Impaired Youth by Lydia Schuck, MSEd.

Parent Perceptions of Transition-to-Adulthood Planning

for Blind and Visually Impaired Youth

by Lydia Schuck, MSEd

Introduction

This research project explores parent perceptions of transition planning in the 9 domain areas of the Expanded Core Curriculum for blind and visually impaired for youth of transition age.

This research was completed as part of the requirements of the doctoral program in Interdisciplinary Health Science at Western Michigan University.

Research Questions

• Do parents consider the Expanded Core Curriculum (ECC) to be as important for blind and VI students as it is for all students?

• How important is instruction in ECC domains to parents of blind and VI youth? Why?

• Does the amount of time spent talking about ECC domains at IEP meetings relate to whether there IEP goals are written in each domain?

• From what source – teacher, family, mentors, peers, others -- do parents want their children to receive instruction in the 9 ECC domains?

METHODOLOGY

Participants

• Michigan parents of a blind or VI youth who has an IEP and is at least 14 years old

• Recruited through

– Michigan Parents of Children Who are Blind or Visually Impaired (MPVI) facebook and email link

– Michigan-VI Listserv– Personal Contacts

Instrument

• Posted for 3 months on Qualtrix

• Survey of about 70 questions

– Demographics– Importance of instruction in ECC domains– IEPs and the 9 domains of the ECC– 3 most preferred sources for instruction in the

domains of the ECC– One open-ended question – My greatest

concern for my child’s future is ….

RESULTS

Descriptive Data

• Parents of 20 blind or VI youth were included in the results.

• About half were male and half female.

• 10 of the youth had additional disabilities.

• 13 out of 20 youth primarily read Braille.

Importance of ECC domain skills for adult life

• 1= very unimportant, 5= very important

• No significant difference in parents’ perception of the importance of ECC skills for all youth and for Blind/VI youth as they advance to adulthood

• Median = 5 in every domain, mean > 3.90 in every domain for both groups

Importance of Instruction for Parent’s Own Child

• 1= very unimportant, 5= very important

• Very important for parent’s own child to have further instruction or training in all ECC domains.

• Median = 5 except REC: median = 4, mean > 3.94 in every domain for parent’s own child

Further Instruction in CD – Why?

n = 20

IEPs and the 9 domains

• How much time was spent? Too little, just right, too much

• IEP goal? This year, not this year but a previous year, never

• n = 12

Selected ECC domain results

• Career Development: too little time was spent talking about CD, only 3 out of 12 had a CD goal this year

• Orientation and Mobility: All said just the right amount of time was spent, and all had an IEP goal this year

• Social Interaction: Those who did not have a goal this year tended to say too little time was spent talking about Social Interaction. 5 had goal this year.

9 ECC domains ranked by 3 most preferred sources of instruction

• Academic and Compensatory

1. teacher, 2. mentor, 3. peer• Assistive Technology

1. teacher, 2. mentor, 3. peer• Career Development

1. teacher, 2. mentor, 3. work-based teacher

• Independent Living

1. family, 2. mentor or teacher

ECC domains – 3 preferred sources

• Orientation and Mobility

1. teacher, 2. mentor, 3. home therapy• Recreation and Leisure

1. peer, 2. mentor, 3. family• Self-determination

1. family, 2. mentor, 3. teacher• Sensory Efficiency

1. teacher, 2. mentor, 3. peer• Social Interaction

1. family or mentor, 3. peer

Parents’ Rank of Family as Source of Instruction

• Parents ranked the family in 4 domains– 1: Independent Living, Self Determination,

Social Interaction– 3: Recreation and Leisure

• Parents did not rank the family in 5 domains– Academic and Compensatory, Assistive

Technology, Career Development, Orientation and Mobility, Sensory Efficiency

Rank of Preferred Source by Role

• Teacher ranked in 7 domains– 1: AC, AT, CD, OM, SENS– 2: IL; 3: SD

• Blind Mentor ranked in 9 domains– 1: SOC– 2: AC, AT,CD, IL, OM, REC, SD, SENS

• Peer ranked in 5 domains– 1: REC; 3: AC, AT, SENS, SOC

• Home therapy ranked 3: OM • Work-based ranked 3:CD

“My greatest concern for my child’s future is …”

• That she be adequately prepared for adult life.• That people look beyond disability to see his

abilities.• That she will be able to look out for herself and be

independent.• That his health will be stable, and that I will be

able to care for him.• That she be employed.• That he would have friends and a social life.

Conclusions

• Parents consider ECC domains to be just as important for blind or VI youth as for the general population.

• Further instruction in ECC domains is very important for parents’ own children.

• Career Development domain should be discussed at IEPs and goals developed.

• Parents do not consider themselves to be an important source of information about Career Development.

Recommendations

• Focus on career development for blind and VI youth

• Facilitate mentoring and peer relationships, especially in the areas of career development and orientation and mobility, in which parents do not rate the family as one of 3 preferred sources.

• Recognize that parents value your role in the education of blind and VI youth.

Strengths and Limitations

• Pilot was the first of its kind

• Development of national parent survey.

• Future qualitative

study of parents’ greatest concerns for their youth.

• Small sample size is a limitation.

• Question wording may have eliminated potential study subjects, such as homeschoolers or non-readers

QUESTIONS?

References• American Foundation for the Blind. (2000). A Parent

Perspective: National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities: A Parent Perspective. Retrieved from http://www.afb.org/Section.asp?SectionID=56&DocumentID=2667

• Carter, E.W., Trainor, A.A., Sun, Y., & Owens, L. (2009). Assessing the transition-related strengths and needs of adolescents with high-incidence disabilities. Exceptional Children 76:1 pp.74-94.

• Lohmeier, K., Blankenship, K., Hatlen, P. (2009). Expanded Core Curriculum: 12 years later. Journal of Visual Impairment and Blindness. February 2009. pp. 103-112.

• Salembier, G., & Furney, K. S. (1997). Facilitating participation: Parents’ perceptions of their involvement in the IEP/transition planning process. Career Development for Exceptional Individuals, 20(1), 29–42.