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ERIC Number: EJ1442733
Record Type: Journal
Publication Date: 2024-Oct
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1471-3802
Transition Skills of Youths with Disabilities: The Impact of Individual Characteristics, Social Support and Self-Esteem
Elena Chronopoulou
Journal of Research in Special Educational Needs, v24 n4 p1060-1072 2024
The aims of this study were the investigation of the transition knowledge-skills of adolescents and young adults with visual impairments, learning difficulties, or mobility impairments, and the impact of disability, individual characteristics, social support, and self-esteem, on their transition knowledge-skills. Apart from the questionnaire concerning the demographic/ individual characteristics of the participants, three more instruments were used: (a) the Transition Planning Inventory-2, (b) the Child and Adolescent Social Support Scale (CASSS), and (c) the Rosenberg Self-esteem Scale. The sample consisted of 169 youths with disabilities. The variable "disability" is a statistically significant predictor of transition knowledge-skills. The total transition knowledge-skills of participants with mobility impairments were worse than those of participants with learning difficulties and those of participants with visual impairments. Participants' transition knowledge-skills were better when the received close friends' social support was higher. The findings of the present study also indicate that the self-esteem of young people with disabilities has a positive effect on their transition knowledge-skills. Moreover, the age of the participants, the number of their siblings and their parents' educational level influence their transition knowledge-skills.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A