Abstract
Purpose. The purpose of this study was to determine the degree of satisfaction that parents of students with learning disabilities who reside in the Desert/Mountain Special Education Local Plan Area within San Bernardino County in California have regarding school districts' transition provisions in the following areas: (1) academic preparation, (2) planning for transition, and (3) transition programs and activities. Another purpose was to investigate whether there were any differences in the degree of satisfaction with transition provisions relative to parent gender, parent college attendance, parent ethnicity, and the year the student exited special education. Methodology. The researcher used descriptive ex post facto research. The population was limited to parents of learning disabled students residing in fifteen school districts of the Desert/Mountain Special Education Local Plan Area in San Bernardino County, California, who exited special education in the years 1993, 1994, 1995, and 1996. A questionnaire was utilized to collect data to answer four research questions. participants were asked to respond to 27 items using a five-point Likert scale. Statements focused on academic preparation, planning for transition, programs, and activities. The study also included eight questions relating to demographic variables. Findings. The findings of this study indicate that parents are satisfied with academic preparation that students receive for transition and the planning for transition that takes place. Parents are dissatisfied with school district programs and activities as well as a lack of community resources to address transition issues for learning disabled students. Conclusions and recommendations. Parents did not express strong opinions at either end of the poll, namely, very satisfied with curriculum and instruction provided by school districts, programs, and community resources are insufficient to meet employment and postsecondary education needs of students. parents are satisfied with their involvement in the transition planning process. (1) school districts should establish a liaison between themselves and businesses of the community to develop jobs, provide training, and vocational services for students while they are in school to enhance the likelihood of a positive transitional outcome. (2) School districts should put into place formal transition training programs to meet the transition needs of students. (3) School districts should value and emphasize each student's culture and involve parents and family members in every way possible in planning the transition process.