Parents' In-School Values and Post-School Expectations for Transition-Aged Youth with Disabilities

A survey was conducted with 234 parents of secondary-level students with high- and low-incidence disabilities in two urban school systems about the importance of secondary instructional domains and transition planning and their post-school expectations for their son or daughter. Significant differences were found between parents of students with high- and low-incidence disabilities in the values they placed on instructional domains and transition planning areas, their desired independent living situations, and their post-school expectations for education and employment for their son or daughter. Implications for practice and research are discussed.