Parent and Sibling Perspectives on the Transition to Adulthood

Abstract

The purpose of this investigation was to extend research on parent and sibling perspectives concerning the transition of family members with significant cognitive disabilities to adult life. Eight parents and eight siblings of high school students with significant cognitive disabilities completed questionnaires addressing transition outcomes. Results indicate that parents and siblings believe that they lacked knowledge with respect to post-school options, and parents report assuming more active roles in the transition process than did siblings. Although future employment and independent living were important to respondents, both parents and siblings anticipated that after high school, their family member with a disability would work in a segregated employment setting and would live in the parent's home. Implications for future research and practice are discussed.