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Paving rough roads: transition to life beyond the classroom as experienced by students with disabilities and their families

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dc.contributor.author Salmon, Nancy
dc.date.accessioned 2018-11-03T11:19:12Z
dc.date.available 2018-11-03T11:19:12Z
dc.date.issued 2007
dc.identifier.uri http://hdl.handle.net/10344/7275
dc.description peer-reviewed en_US
dc.description.abstract This grounded theory study employed in-depth interviews with nine studenrlparent dyads from eastern Canada. Youth with disabilities, aged 16 to 21, contributed narratives describing high school transitions. Shared experience that transcends disability categories produced powerful results. Three categories emerged: (1) transition fac ilitators; (2) transition constraints; (3) strategies for meaningful transitions. Higher level analysis revealed further relationships: the connection between perceived lack a/support and bum out; the importance of self-advocacy; and the sense of ''paving rough roads" for the next generation. The core variable, contextual influences, resonates with the five systems presented in the bioecological model of human development. A model demonstrating the interactions among categories, contexts and ecological systems is presented. This framework provides encouragement and cautionary notes for those working toward a meaningful transition and a place to belong for youth with disabilities. en_US
dc.language.iso eng en_US
dc.publisher University of Calgary Press en_US
dc.relation.ispartofseries Exceptionality Education Canada;17 (1), pp. 53-84
dc.subject youth en_US
dc.subject disabilities en_US
dc.subject life en_US
dc.title Paving rough roads: transition to life beyond the classroom as experienced by students with disabilities and their families en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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