Transition Goals and Experiences of Females With Disabilities: Youth, Parents, and Professionals

ABSTRACT:r This study examined the influence of gender on the transition goals and experiences of female students with disabilities. Data were gathered from 146 participants, including female youth with disabilities (n = 67), parents of young women with disabilities (n = 34), and profes-sionals who work with them (n = 45). Findings suggest that females with disabilities have unique experiences related to (a) type of transition goals established for them; (b) factors that shape these transition goals, such as self-perception, mentors, peers, family, and exposure to opportunities; (c) sources of support and- impediments to transition to adulthood, such as special education personnel and programs; and (d) contextual issues, such as cultural and linguistic diversity. Practice and fii-ture research implications are discussed. Since 1984, when the U.S. De- the individualized education programs (IEPs) of partment of Education first fo- students 16 years and older. Seven years later, cused on improving the amendments to IDEA required that transition transition outcomes of youth plans include a coordinated set of services to pre-•w\xk disabilities, numerous pro- pare students for success in a number of post-jects have pursued the goal of improving adult secondaty settings, including postsecondar