Abstract
This qualitative study used focus groups to explore student perspectives on family involvement in the transition from school to adult life. Four focus groups, including students with learning disabilities, emotional and behavioral disorders, and mild mental retardation, identified pertinent issues concerning how families influence the development of a personal vision for the future, how students with disabilities perceive family involvement in transition planning, and how families influence the development of student self-determination. Results showed the importance to students of family input and support. Implications for transition planning, family roles for support during adulthood, and family-student-school partnership models are discussed.
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