{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79954"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79954","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Expectations and Involvement in Future Plans for Taiwanese Students With Disabilities: Perceptions From Parents and Teachers","abstract":"The purpose of this study was to investigate Taiwanese parents' and teachers' expectations of future outcomes for students with disabilities and parent involvement in planning future activities. Specific research questions included: (a) Is there a difference between the importance and likelihood ratings of future outcomes occurring? (b) Are there significant partial correlations among importance, likelihood, and parent involvement ratings? and (c) What variables have an impact on the likelihood of future outcomes occurring? A survey was conducted with 360 special educators in junior high schools who were paired with one of their students' parents. In addition, follow-up interviews were conducted with 10 parents who had the highest and lowest likelihood ratings of future outcomes occurring for their children. The final sample consisted of 138 teachers and 103 parents who completed and returned their surveys. Results revealed significant differences between the importance and likelihood of future outcomes occurring for students with disabilities. In addition, the importance, likelihood, and parent involvement ratings were significantly and positively correlated. It was also found that both parents' and teachers' likelihood ratings of future outcomes were significantly influenced by: their perceptions of the importance of future outcomes, parent involvement in planning future activities, and severity and type of a child's disability. Household income also had a direct impact on parents' likelihood ratings. Several strategies for increasing parent involvement and better outcomes for students are suggested and included providing parents with information regarding future planning, having well trained teachers, having more options of further education and training for students with disabilities, and receiving support from the government.","abstract_html":"The purpose of this study was to investigate Taiwanese parents' and teachers' expectations of future outcomes for students with disabilities and parent involvement in planning future activities. Specific research questions included: (a) Is there a difference between the importance and likelihood ratings of future outcomes occurring? (b) Are there significant partial correlations among importance, likelihood, and parent involvement ratings? and (c) What variables have an impact on the likelihood of future outcomes occurring? A survey was conducted with 360 special educators in junior high schools who were paired with one of their students' parents. In addition, follow-up interviews were conducted with 10 parents who had the highest and lowest likelihood ratings of future outcomes occurring for their children. The final sample consisted of 138 teachers and 103 parents who completed and returned their surveys. Results revealed significant differences between the importance and likelihood of future outcomes occurring for students with disabilities. In addition, the importance, likelihood, and parent involvement ratings were significantly and positively correlated. It was also found that both parents' and teachers' likelihood ratings of future outcomes were significantly influenced by: their perceptions of the importance of future outcomes, parent involvement in planning future activities, and severity and type of a child's disability. Household income also had a direct impact on parents' likelihood ratings. Several strategies for increasing parent involvement and better outcomes for students are suggested and included providing parents with information regarding future planning, having well trained teachers, having more options of further education and training for students with disabilities, and receiving support from the government.","abstract_has_math":false,"creators":["Chan, Meng-Chi"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Janis Chadsey"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:54:41Z","date_published":"2015-09-25T19:54:41Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Sociology, Individual and Family Studies"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3250220"],"render_values":[{"text":"(MiAaPQ)AAI3250220","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79954","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Janis Chadsey"]},{"key":"dc:creator","label":"Author","values":["Chan, Meng-Chi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:54:41Z","10000-01-01","2006"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Sociology, Individual and Family Studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79954","(MiAaPQ)AAI3250220"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study was to investigate Taiwanese parents' and teachers' expectations of future outcomes for students with disabilities and parent involvement in planning future activities. Specific research questions included: (a) Is there a difference between the importance and likelihood ratings of future outcomes occurring? (b) Are there significant partial correlations among importance, likelihood, and parent involvement ratings? and (c) What variables have an impact on the likelihood of future outcomes occurring? A survey was conducted with 360 special educators in junior high schools who were paired with one of their students' parents. In addition, follow-up interviews were conducted with 10 parents who had the highest and lowest likelihood ratings of future outcomes occurring for their children. The final sample consisted of 138 teachers and 103 parents who completed and returned their surveys. Results revealed significant differences between the importance and likelihood of future outcomes occurring for students with disabilities. In addition, the importance, likelihood, and parent involvement ratings were significantly and positively correlated. It was also found that both parents' and teachers' likelihood ratings of future outcomes were significantly influenced by: their perceptions of the importance of future outcomes, parent involvement in planning future activities, and severity and type of a child's disability. Household income also had a direct impact on parents' likelihood ratings. Several strategies for increasing parent involvement and better outcomes for students are suggested and included providing parents with information regarding future planning, having well trained teachers, having more options of further education and training for students with disabilities, and receiving support from the government.","Made available in DSpace on 2015-09-25T19:54:41Z (GMT). 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Specific research questions included: (a) Is there a difference between the importance and likelihood ratings of future outcomes occurring? (b) Are there significant partial correlations among importance, likelihood, and parent involvement ratings? and (c) What variables have an impact on the likelihood of future outcomes occurring? A survey was conducted with 360 special educators in junior high schools who were paired with one of their students' parents. In addition, follow-up interviews were conducted with 10 parents who had the highest and lowest likelihood ratings of future outcomes occurring for their children. The final sample consisted of 138 teachers and 103 parents who completed and returned their surveys. Results revealed significant differences between the importance and likelihood of future outcomes occurring for students with disabilities. In addition, the importance, likelihood, and parent involvement ratings were significantly and positively correlated. It was also found that both parents' and teachers' likelihood ratings of future outcomes were significantly influenced by: their perceptions of the importance of future outcomes, parent involvement in planning future activities, and severity and type of a child's disability. Household income also had a direct impact on parents' likelihood ratings. Several strategies for increasing parent involvement and better outcomes for students are suggested and included providing parents with information regarding future planning, having well trained teachers, having more options of further education and training for students with disabilities, and receiving support from the government.","Made available in DSpace on 2015-09-25T19:54:41Z (GMT). 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