Abstract
This study describes parental evaluations (N=37) of school-based transition services for students with disabilities. The majority of parents (60%) were satisfied with the schools' efforts to prepare students for adult roles, although they felt that the schools placed more emphasis on functional instruction in vocational, personal/social, and domestic areas than in community, transportation, and recreational areas. Parental satisfaction with special education programming was positively correlated with the extent to which they believed the schools offered functional instruction. Parents reported only minimal participation of nonschool personnel in IEP sessions and little discussion of future plans for the student in those meetings.
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