UC San Diego

This study examines parent, teacher, and institutional formulations of adulthood for students with profound developmental disabilities. A comprehensive overview of post-school outcomes, transition practices, special education law, social constructions of adulthood and disability, and parent/teacher perspectives on adulthood for students with profound disabilities is provided. Using data collected from interviews with eight parent and teacher pairs, special education artifacts, and community resources, this study uncovers the similarities and differences in parent and teacher thinking regarding a student's adult life; the factors that influence the content of student Individual Education Plans (IEPs) and Individual Transition Plans (ITPs); and the role of culture, context and artifacts in the parent, teacher, and institutional formulations of adult life for this student population. This research provides new information about the factors that influence the formulations of the adult lives of students with profound disabilities. These factors included community and institutional perceptions of adulthood; the role of context in thinking and decision making; the influence of social and cultural expectations; and the disparity in the mental models that parents and teachers hold regarding their children/students with profound disability. The study reveals that parents, teachers, and institutions have different perspectives regarding the adult lives of individuals with profound disabilities. Parent thinking is focused on securing a fulfilling and nurturing future for their child and teacher thinking on active participation in a range of activities in institutional settings, while institutional formulations of adulthood revolve around work and independence. Parents are better able to envision an adult life for their child when provided life planning support. Teachers are more concerned with disability label than parents, and are more focused on the role of institutional settings in a student's adult life. IEP and ITP goals are more consistent with teacher perspectives regarding a student's adult future than with parent or institutional perspectives. Context emerged as one of the most significant factors that influenced parent and teacher thinking regarding a child/student's life after graduation. This study supports the critical need for establishing model transition programs and providing education to parents and teachers regarding the options available to individuals with profound disabilities when they reach adulthood. Implications for parents, teachers, and institutions are reviewed and recommendations for further research are provided