Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities / Grace L. FRANCIS in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.246-256 Titre : Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities Type de document : texte imprimé Auteurs : Grace L. FRANCIS, Auteur ; Alexandra S. REED, Auteur Article en page(s) : p.246-256 Langues : Anglais (eng) Mots-clés : parent  transition  involvement  collaboration  college  disability Index. décimale : PER Périodiques Résumé : Transitioning out of school is often challenging, especially for young adults with disabilities. Fortunately, parent involvement can enhance the transition process and student outcomes following graduation. However, there is limited information regarding how and why parents provide support to their young adults in high school and college, thus reducing the ability for professionals to maximize parental investment in the well-being of their young adults. The purpose of this study was to learn about parent experiences providing support to their children with disabilities as they age into adulthood. A total of 26 parents of postsecondary education program (PSE) graduates participated in interviews. Participants described how they provided support to their young adults, discussed reasons why they provided support, and offered recommendations for other parents to effectively support their children with disabilities as they age into adulthood. En ligne : https://doi.org/10.1177/1088357619827931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 [article] Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities [texte imprimé] / Grace L. FRANCIS, Auteur ; Alexandra S. REED, Auteur . - p.246-256. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.246-256 Mots-clés : parent  transition  involvement  collaboration  college  disability Index. décimale : PER Périodiques Résumé : Transitioning out of school is often challenging, especially for young adults with disabilities. Fortunately, parent involvement can enhance the transition process and student outcomes following graduation. However, there is limited information regarding how and why parents provide support to their young adults in high school and college, thus reducing the ability for professionals to maximize parental investment in the well-being of their young adults. The purpose of this study was to learn about parent experiences providing support to their children with disabilities as they age into adulthood. A total of 26 parents of postsecondary education program (PSE) graduates participated in interviews. Participants described how they provided support to their young adults, discussed reasons why they provided support, and offered recommendations for other parents to effectively support their children with disabilities as they age into adulthood. En ligne : https://doi.org/10.1177/1088357619827931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410

Student Perceptions of College-Readiness, College Services and Supports, and Family Involvement in College: An Exploratory Study / Grace L. FRANCIS in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3573-3585 Titre : Student Perceptions of College-Readiness, College Services and Supports, and Family Involvement in College: An Exploratory Study Type de document : texte imprimé Auteurs : Grace L. FRANCIS, Auteur ; Jodi DUKE, Auteur ; Frederick J. BRIGHAM, Auteur ; Kelsie DEMETRO, Auteur Article en page(s) : p.3573-3585 Langues : Anglais (eng) Mots-clés : College  Disability  Family  Services  Transition Index. décimale : PER Périodiques Résumé : Although increasing numbers of students with disabilities are attending college, they graduate at lower rates compared to students without disabilities. In order to understand how to effectively prepare students with disabilities and provide meaningful support to college students with disabilities, we investigated the experiences of students registered with the disability service office at a public university located in the eastern region of the U.S. to learn about (a) the degree to which they felt prepared to enter college, (b) the disability-related services they received in college, (c) their perspectives of services received, (d) suggestions for improving services, and (e) their perspectives family involvement in college. We report mixed-methods findings from participants and provide implications for policy and practice. En ligne : http://dx.doi.org/10.1007/s10803-018-3622-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Student Perceptions of College-Readiness, College Services and Supports, and Family Involvement in College: An Exploratory Study [texte imprimé] / Grace L. FRANCIS, Auteur ; Jodi DUKE, Auteur ; Frederick J. BRIGHAM, Auteur ; Kelsie DEMETRO, Auteur . - p.3573-3585. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3573-3585 Mots-clés : College  Disability  Family  Services  Transition Index. décimale : PER Périodiques Résumé : Although increasing numbers of students with disabilities are attending college, they graduate at lower rates compared to students without disabilities. In order to understand how to effectively prepare students with disabilities and provide meaningful support to college students with disabilities, we investigated the experiences of students registered with the disability service office at a public university located in the eastern region of the U.S. to learn about (a) the degree to which they felt prepared to enter college, (b) the disability-related services they received in college, (c) their perspectives of services received, (d) suggestions for improving services, and (e) their perspectives family involvement in college. We report mixed-methods findings from participants and provide implications for policy and practice. En ligne : http://dx.doi.org/10.1007/s10803-018-3622-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

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