CHILDREN WITH INTELLECTUAL DISABILITIES

Children with Intellectual Disabilities

Abstract

Parents of youth with intellectual or developmental disabilities of transition age (14 to 22 years) listed in the 2006 database of The Arc of Northern Virginia (N =61) were surveyed in this non-experimental descriptive correlational survey to examine their involvement in transition planning for their young adult children. Parental access to information, information parents seek and receive on transition planning and activities, and possible effects of parental involvement in their desires, expectations, and planning of transition for their children is described. The multimode survey designed by the investigator utilized closed questions (quantitative data), and parent comments responding to open-ended questions (qualitative data). Analysis of qualitative data collected from open-ended questions and added comments written on the surveys suggested the following themes:

(1) Involvement patterns

(2) Level and Adequacy of information;

(3) Adequacy of service by schools and agencies;

(4) Partnership between schools, agencies, and/or organizations;

(5) Hopes, expectations, and concerns for their specific child's future; and

(6) Parents' concerns for their children's future and wellbeing.

Data indicated parents preferred information through formal transition planning sessions. Data also indicated a low degree of knowledge and access to information from both school and non-school sources about postsecondary education in college for children with intellectual disabilities. Bivariate correlations (Spearman rho) suggest parents primarily desired an integrated business environment with full benefits, but expected their children would volunteer for work without pay. Data related to education indicated parents primarily desired and expected general career or vocational preparation and training.

Table of Contents

Chapter 1: Degree Completion Summary6

Plan for New Learning8

Teacher Education10

Qualitative and Quantitative Research & Exceptional Student Education10

New Learning #114

Educational Research: Analysis and Application (3 credits)14

UIU Seminar Objectives15

New learning # 217

UIU Seminar Advanced Qualitative Research and Design Methodology17

New Learning # 319

New Learning # 422

Techniques for Instructing InD in Adaptive Behaviors22

New learning #524

Inclusion Design & Application24

New Learning # 626

Administration and Supervision of Exceptional Student Education Programs26

New Learning # 728

Cultural Diversity/Exceptional Education28

New Learning # 831

Advanced Special Education Technology31

New Learning # 933

Philosophy of Education33

New Learning # 1034

Educational Research Design34

Internship37

Biscayne Gardens Community School, Miami, FL37

Introduction37

Purpose39

Relationship of Internship to Field of Study40

Activities40

Documentation and Demonstration41

Project Demonstrating Excellence41

Purpose of the Study45

Definition of Terms46

Chapter Two: Literature Review51

Literature Review51

Definitions of Mental Retardation52

Characteristics: Children who have Intellectual Disabilities53

Overview of Special Education56

The No Child Left Behind Act59

Characteristics: Children who have Intellectual Disabilities61

Assessment of the Child with Intellectual Disabilities61

Adaptive/Independent Behavior62

Programs in Early Childhood Special Education64

Role of Independent/Adaptive Skills67

The Role of Self Determination in Socialization68

Educational Approaches to Social Skills Interventions71

Inclusion Programs and Projects74

Inclusion versus Non Inclusion Models77

Curriculum Design for Children with Intellectual Disabilities80

Best Practices for Enhancing Determination81

Evaluation and Assessment83

Assessment Tools84

Adaptive Behavior Identification87

Other Assessment Tools89

Scales of Independent Behavior-Revised (SIB-R)91

Theoretical Framework Literature Review94

Legislative Background to Transition and Its Processes100

Paradigms and Definitions100

Transition Law and the Role of the Parent102

Parent Involvement and Transition in the Second Millennium106

Indicators Monitoring Parent Involvement in IDEA 2004107

Indicator 8108

Indicator 13109

Indicator 14111

Parent Involvement in NCLB112

Parent Involvement in State Education Agencies113

Postsecondary Education, a Political Possibility115

Higher Education Opportunity Act117

Employment120

Supported Integrated Employment Model125

Planning for Life Long Learning and Postsecondary Education128

Chapter Three: Research Methodology132

Research Methodology132

Subjects138

Dates of the Study139

Location of the Study139

Participants Costs139

Sample Design Approach139

Instrumentation140

Limitations of ...