Transition

							        Transition


Case Studies, Research, Quality of
 Life Frameworks and the Future
      Case Studies

Developing Transition Goals and
          Objectives
     Case Load

•   Kathy - 12 year-old with Down Syndrome. 6th grader at
    Sunshine Middle School, Miami, Florida
•   Sam - 18 year-old with Hemiplegic Cerebral Palsy. 12th
    grader at Mountain View High School, Lake Tahoe,
    California
•   Matt - 16 year-old with Caudal Regression Syndrome.
    10th grader - Home Schooled, Sacramento, California
•   Beverly - 24 year-old Community College Student with
    congenital blindness in Aspen, Colorado
             Objectives
•   Behavioral

•   Terminal

•   Benchmark

(Motor / Cognitive / Affective)
Educational Placement and
 Inclusive Recreation and
   Leisure Participation

   Results from Study
                    Study
•   Sixty parents (N=60)
•   Sample
•   Respondents
•   48% response rate
•   Survey
•   Child’s educational placement
    –   4 choices
•   Activities
•   Level of community integration
         Data Analysis
Surveys Divided into Groups
• Reported educational placement
• Reported activity
• Level of Integration
ANCOVA
  – Alpha .05
  – Age as covariant
        Results
      Level of Inclusiveness Distribution

100
                    Percentage
80      65
60

40
                                    22
20                   13

 0
      Fam ily     Non-Inclu      Inclusive
             Results
ANCOVA

•   Significant difference

•   Education and Inclusiveness of
    Recreation and Leisure Participation
              Discussion
Level of Inclusiveness
•   78% of the frequency
•   Reasons?
Typical Educational Placement
•   Children with MR
•   Peck et. al, (1990)
•   Johnson & Johnson (1981; Voeltz, 1980; 1982)
•   Social Disadvantage
•   Other Side of the Coin
          Theoretical Issues
      Pertaining to Quality of Life


Implications for Transition Outcome Evaluation
Definitions of Quality of Life
•   “Quality of life is a matter of subjective
    experience. That is to say, the concept has no
    meaning apart from what a person feels and
    experiences. As a corollary to the first
    proposition, people may experience the same
    circumstances differently. What enhances one
    person’s quality of life may detract from
    another’s. (Taylor & Bogdan, 1990, pp. 34-35)
Definitions of Quality of Life
•   “Quality of life can be viewed as the
    discrepancy between a person’s achieved and
    their unmet needs and desires…..Quality of life
    can also be viewed as the degree to which an
    individual has control over his or her
    environment” (Brown, Bayer, & McFarlane,
    1988, pp. 111-112)
Definitions of Quality of Life

 •   “Quality of life represents the degree
     to which an individual has met his/her
     needs to create their own meanings so
     that they can establish and sustain a
     viable self in the social world”
     (Parmenter, 1988, p.9)
Definitions of Quality of Life
•   “When an individual, with or without disabilities,
    is able to meet important needs in major life
    settings (work, school, home, community) while
    also satisfying the normative expectations that
    others hold for him or her in those settings, he
    or she is more likely to experience a high quality
    of life” (Goode, 1990, p.46)
    Conceptual Dichotomies
Differences in the definitions
•   Subjective vs. Objective Perspectives
•   Personal Choice vs. Parameters and Informed
    Choice
•   Personal Intervention vs. Social Policy
    Development
     Conceptual Integration
Personal Choice
• Assuming that there is value in discriminating
   between personal and societal perspectives on
   QOL.
• From a personal perspective - personal choice
   is an underlying principle
• From a societal perspective - social norms are
   the most meaningful frame of reference
• What do we do with this information?
Application to Adapted Physical Education

Quality of Life Domains
•   Where do we fit in?
•   Where can we make a difference?
Implications for Practice
•   Desires
•   Needs
•   Choices
•   Social Norms
Research and Transition


     What does the future hold?
What do we want to know?
•   Technology
    –   How can it be maximized to implement and develop
        transition programs and achieve desired outcomes?
•   Quality of Life
    –   Can we measure quality of life using transition
        outcomes?
    –   How do post-school adapted physical activity
        outcomes impact quality of life?
•   Other