research question_results table

8/14/2019 Research Question_results Table

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Quantitative Results: Parent Involvement in Transition Planning

1 | D o n n a M a r t i n e z , E d . D . ( 2 0 0 9 )

Research question Statistic Result

RQ 1: What are the desires andexpectations of parents for theirchildrens postschool options in

education and employment?

Frequency School discussed the importance of high expectations: 54% yes Schools had high expectations for their children: 46.7% yes; 38.3% no; 15% unsure Most expected: Virginia Special Diploma 8.2% expected Virginia Modified Diploma 6% unsure of Diploma option

1. Education: Career or vocational preparation and training in career center for indi viduals withdisabi lit ies (D= 66%, E = 54%)Employment: Desired (67%) Integrated busi ness environment wit h ful l benefits; Expected(54%) Volunteer and not receive pay

2. Education: Community continuing /adult education (D = 51%, E = 33%)Employment Sheltered workshop (D = 32%, E = 29%)

3. Education: Community continuing /adult education (D = 51%, E = 33%)Employment: Volunteer and not receive pay (D = 25%); Work in integrated businessenvironment with full benefits (E = 28%)

4. Education: Continued course work o n col lege campus (D = 58%, E = 20%)Employment: Own manage own business (D & E = 5% )

5. Education: Enroll in college for credit (D = 23%, E = 12%)

RQ 2: What school-sponsoredinformation and transition planningresources do parents of youth wi thintellectual disabilities access?

Frequency Parents preferred direct forms of communication o r participation with th e school and community Parents most f requently accessed inform ation during:

1. Formal transition pl anning sessions - 91.8%2. General meetings (e.g., back to school night) - 86.7%3. Volunteer in school or school-related activities - 77%4. Informal family/social events - 73.8%5. Parent/teacher discussions - 65%

RQ 3: What other info rmation andtransition planning resources do parentsof youth with intellectual disabilitiesaccess?

Frequency Parents preferred direct forms of communication o r participation with th e school and community Frequencies for nonschool resources :

1. Government adult agencies - 60.7%2. Disability support organizations (e.g., The Arc) - 59.3%3. Parent inf ormation and t raining centers - 57%4. Internet - 45%5. College/university - 13%

RQ 4: Where do parents go to getinformation and resources for transition

Less than half reported th ey received any information about PSE Parents indicated a low degree knowledge and access to information both from school and


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planning, specifically for postsecondaryeducation?

nonschool sou rces about PSE options

Frequencies: Parents received PSE information f rom1. Family members - 40.7%2. Disability support organizations newsletters, journals - 36.7%3. School Staff - 35%4. Internet - 28.3%

RQ 5. Is there a relationship between thelevel of parental involvement intransition planning activities and theamount of tim e their children accessedand were included in the generaleducation curriculum?

Spearmanrho:

SchoolParticipationandNonschoolParticipationScales

H 1: Parental involvement in transition planning activiti es positively correlates to the amount of timechildren have been included in the general education:

Results: Accepted with cautions

Scales forSchoolparticipation and Nonschool participation significantly correlated Relationship was only fair gi ven the measures used in thi s survey with sample Total years included accounted for variances of 9% Schoolparticipation & 7% Nonschool

participation

RQ 6: What is the relationship betweenparental access of information regardingthe transition process, option s, andoutcomes for youth with intellectualdisabilities and parents desires andexpectations for their children?

Spearman Rho/ Fishers r-Z:

H2: SchoolParticipationandNonschoolParticipationScales D/E

H3: Received

H2: Parents involved in transition planning activities indicate stronger positive correlation betweentheir D/E transition outcomes

Results School Participation Scale: Limited and with caution

Significant & stronger posit ive correlation to D/E H2 accepted onlyfor desire/expect volunteer and not receive pay: Significant differencesbetween

the low and high correlations

Exception: Least amount of participation Highest correlation for d esire/expected shelteredworkshop

H2 is accepted with caution fo rPostsecondary Scale(Z = 1.59, p = 0.056)

H2 Results: Nonschool Participation Scale: Limited

Sheltered workshop: Stronger relationship t o uninvolved parents Stronger correlation with a good relationship with

1. Owning or managing a busin ess2. Volunteering and not receive pay3. Postsecondary education scale

H2 accepted only for volun teering:medium involvement and high invo lvement (Z = 2.4, p =0.08)


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InformationaboutPostsecondary

EducationScale School &NonschoolInvolvement

H4: ReceivedInformationabout PSEfromNonschoolScale D/E

H 3: Parental access to information about postsecondary college or university options strongerpositive correlation between D/E for college as an optionTested for Received Information about Postsecondary Education Scale School & NonschoolInvolvement

Results: Accepted with caution - School related information significant

Internal consistency of Received Postsecondary Information Scale: Fair degree of relationship( = .497)

Of interest: Stronger correlation in mid-range of accessH4:Parents seeking information from outside of school sources about transition planningStrongerpositive correlation between D/E transition outcomes

Results: Accepted only for own or manage business - significant difference between low and mediumlevel of information

Positive correlations for parents who D/E:1. Business environment with full benefits (low group to middle group2. Own or manage business perfectly correlated for high to low and middle group)3. Postsecondary education (high group to low group; medium had strongest correlation of

all three

Sheltered workshop & volunteer and not receive pay - higher correlation for those in lowestinformation group

H5: Children who spent a greater amount of time includedin the general educational and curriculumstronger positive congruencebetween D/E transition outcomesResults: Rejected

RQ 7: Is there a relationship between theamount of tim e a youth has beenincluded in the general educationcurriculum and d esires andexpectancies of the parents of yout hwith intellectual or d evelopmentaldisabilities in the transition process?

SpearmanRho:Totaltime includedin g eneraleducationD/E for college

H6: Parents of chi ldren who h ave spent a greater amount of time includedD/E collegetransitionoutcomes for their children with intellectual disabilities

Results: H6 is accepted: Significant at the 0.05 level (1-tailed) for desire PSE / Significant at the 0.01level (1-tailed) for expectati on PSE

research question_results table

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