[article] 
inJournal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2229-2240

Titre :	Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Rumi AGARWAL, Auteur ; L. HERON, Auteur ; S. L. BURKE, Auteur
Article en page(s) :	p.2229-2240
Langues :	Anglais (eng)
Mots-clés :	Academic Performance/psychology  Adolescent  Education of Intellectually Disabled/methods  Education, Professional/methods  Female  Humans  Independent Living/education  Intellectual Disability/psychology  Male  Motivation  Parents/psychology  Program Evaluation  Qualitative Research  Universities  Young Adult  Developmental disability  Evaluation  Intellectual disability  Parent  Postsecondary  Qualitative
Index. décimale :	PER Périodiques
Résumé :	Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-020-04676-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

[article] Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective [Texte imprimé et/ou numérique] / Rumi AGARWAL, Auteur ; L. HERON, Auteur ; S. L. BURKE, Auteur . - p.2229-2240.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2229-2240

Mots-clés :	Academic Performance/psychology  Adolescent  Education of Intellectually Disabled/methods  Education, Professional/methods  Female  Humans  Independent Living/education  Intellectual Disability/psychology  Male  Motivation  Parents/psychology  Program Evaluation  Qualitative Research  Universities  Young Adult  Developmental disability  Evaluation  Intellectual disability  Parent  Postsecondary  Qualitative
Index. décimale :	PER Périodiques
Résumé :	Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-020-04676-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452