While growing, the current research field of transition planning and outcomes for students with intellectual disabilities is still lacking, particularly regarding employment. One possible reason for transition discord could be a lack of consensus between transition team members, particularly family members and teachers. The present study explored parent and teacher agreement of students with intellectual disabilities and their adaptive skills related to employment, while also investigating the effects of IQ. Results indicated strong agreement regarding parents and teachers perceptions of students with intellectual disabilities and their abilities related to employment readiness. In addition, group differences were not found when controlling for IQ score. This study adds to the transition literature base, as well as parent and teacher agreement regarding a student’s skills. Implications of these findings and recommendations for future research are also discussed.
","abstract_html":"<p>While growing, the current research field of transition planning and outcomes for students with intellectual disabilities is still lacking, particularly regarding employment. One possible reason for transition discord could be a lack of consensus between transition team members, particularly family members and teachers. The present study explored parent and teacher agreement of students with intellectual disabilities and their adaptive skills related to employment, while also investigating the effects of IQ. Results indicated strong agreement regarding parents and teachers perceptions of students with intellectual disabilities and their abilities related to employment readiness. In addition, group differences were not found when controlling for IQ score. This study adds to the transition literature base, as well as parent and teacher agreement regarding a student’s skills. Implications of these findings and recommendations for future research are also discussed.</p>","abstract_has_math":false,"creators":["McGuirk, Lindsay Ann"],"institution":null,"degree_name":"PhD","degree_level":"Worldwide Access","degree_discipline":"School Psychology","degree_department":null,"school":null,"contributors":["Ara Schmitt","Kara McGoey","Carol Parke"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:07Z","subjects":["intellectual disability","parent and teacher perceptions","transition"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/53","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ara Schmitt","Kara McGoey","Carol Parke"]},{"key":"dc:creator","label":"Author","values":["McGuirk, Lindsay Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-12-20T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Worldwide Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["intellectual disability","parent and teacher perceptions","transition"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/53"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["While growing, the current research field of transition planning and outcomes for students with intellectual disabilities is still lacking, particularly regarding employment. One possible reason for transition discord could be a lack of consensus between transition team members, particularly family members and teachers. The present study explored parent and teacher agreement of students with intellectual disabilities and their adaptive skills related to employment, while also investigating the effects of IQ. Results indicated strong agreement regarding parents and teachers perceptions of students with intellectual disabilities and their abilities related to employment readiness. In addition, group differences were not found when controlling for IQ score. This study adds to the transition literature base, as well as parent and teacher agreement regarding a student’s skills. Implications of these findings and recommendations for future research are also discussed.
"]},{"key":"dc:title","label":"Title","values":["Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities"]}]}],"canonical_facts":{"dc:contributor":["Ara Schmitt","Kara McGoey","Carol Parke"],"dc:creator":["McGuirk, Lindsay Ann"],"dc:date.available":["2016-12-20T08:00:00Z"],"dc:description.abstract":["While growing, the current research field of transition planning and outcomes for students with intellectual disabilities is still lacking, particularly regarding employment. One possible reason for transition discord could be a lack of consensus between transition team members, particularly family members and teachers. The present study explored parent and teacher agreement of students with intellectual disabilities and their adaptive skills related to employment, while also investigating the effects of IQ. Results indicated strong agreement regarding parents and teachers perceptions of students with intellectual disabilities and their abilities related to employment readiness. In addition, group differences were not found when controlling for IQ score. This study adds to the transition literature base, as well as parent and teacher agreement regarding a student’s skills. Implications of these findings and recommendations for future research are also discussed.
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