The Role of Parents in Implementing the Post-School Transition

  • Nur Azizah Universitas Negeri Yogyakarta, Indonesia
  • Gena Diniarti Universitas Negeri Yogyakarta, Indonesia
  • Veroyunita Umar Universitas Negeri Yogyakarta, Indonesia
  • Tin Suharmini Universitas Negeri Yogyakarta, Indonesia


The importance of parental involvement in every student's school life has been well-documented in various studies. However, empirical data in the field show that some parents of students with disabilities in Yogyakarta did not fully participate in it. This study aimed to describe the role of parents of students with disabilities in implementing the post-school transition. This study employed qualitative method and used interviews as data collection. The participants in this study were six parents of students with disabilities. This study also revealed that implementation of the transition program post-high school could succeed from parental efforts, namely: 1) the role of students were unique in the implementation transition post-school, 2) the parental role of the students’ need, particularly in the implementation of the transition period post-school, 3) the role of parents students’ need particular in giving training family in implementation of the transition period post school. However, there were a number of possible obstacles to influencing transition program success post-school, namely 1) concern about accompanying child post-school, 2) parents not knowing IEP, 3) parents not being involved in programming, and 4) parents empowerment as companions still less.


Alwell, M., & Cobb. B. (2009). Social and Communicative Interventions and Transition Outcomes for Youth with Disabilities: A Systematic Review. Career Development for Exceptional Individuals, 2(2), 94-107.
Ankeny, E.M., Wilkins, J., & Spain, J. (2009). Mothers’ Experiences of Transition Planning for Their Children with Disabilities. TEACHING Exceptional Children, 41(6), 28–36.
BPS Yogyakarta. (2023). Tingkat Pengangguran Terbuka (TPT) (Persen), 2021-2023. https://yogyakarta.bps.go.d/.
Creswell, J.W. (2013). Qualitative Inquiry & Research Design: Choosing among Five Approaches (3rd ed.). Thousand Oaks, CA: SAGE.
Fleming, A.R., & Fairweather, J.S. (2012). The Role of Postsecondary Education in the Path from High School to Work for Youth with Disabilities. Rehabilitation Counseling Bulletin, 55(2), 71–81.
Francis, G.L., Stride, A., & Reed, S. (2018). Transition Strategies and Recommendations: Perspectives of Parents of Young Adults with Disabilities. British Journal of Special Education, 45(3), 277–301.
Friedman, M. A. (2018). Parental Involvement during Post-Secondary Transition for Youth with Developmental Disabilities. Teachers College, Columbia University.
Halpern, A. S. (1985). Transition: A Look at the Foundations. Exceptional Children, 51(6), 479-486.
Handoko, T. (2023). Ada 3.100 Penyandang Disabilitas di Jogja yang Butuh Layanan Inklusif.
Hendarman. (2016). Revitalisasi Pendidikan Vokasi. Kementrian Pendidikan dan Kebudayaan.
Henderson, A. T., Mapp, K. L..Johnson, V. R. & Davies, D. (2007). Beyond the Bake sale: "171" Essential Etiide to Family-School Partnerships. New York: The New Press.
Johnstone, D. (2004). Effective Partnerships with Parents. Education Journal, 73(7).
Kafaa, K. (2021). Special Health Insurance as an Inclusive Social Protection Program for People with Disabilities. Jurnal Ilmiah Peuradeun, 9(1), 71-86.
Kohler, P.D. (1993). Best Practices in Transition: Substantiated or Implied? Secondary Transition Intervention Effectiveness Institute. (ERIC Document Reproduction Service No. ED 358 608)
Kohler, P.D. (1998). Implementing a Transition Perspective of Education: A Comprehensive Approach to Planning and Delivering Secondary Education and Transition Services. In F. R. Rusch & J. Chadsey (Eds.), High School and Beyond Transition from School to Work (pp. 179-205). Belmont, CA: Wadsworth Publishing.
Levinson, E.M., & Palmer, E.J. (2015). Preparing Students With Disabilities for School-to-Work. Counseling 101, April, 11–15.
Lindstrom, L., Doren, B., Metheny, J., Johnson, P., & Zane, C. (2007). Transition to Employment: Role of the Family in Career Development. Exceptional Children, 73(3), 348—366.
M. Nur, C. (2017). Parents’ Roles in Preventing Drug Abuses among Teenagers (A Case Study in Banda Aceh). Jurnal Ilmiah Peuradeun, 5(1), 49-58.
Masbur, M. (2022). A Spiritual Pedagogic Approach to Learning (Analytical Study of Approach Model). Jurnal Ilmiah Peuradeun, 10(2), 353-370.
Mason, C.Y., McGahee-Kovac, M., Johnson, L., & Stilerman, S. (2002). Implementing Student-Led IEPs: Student Participation and Student and Teacher Reaction. Career Development for Exceptional Individuals, 25, 171-192.
Maxwell, J.A. (2018). Qualitative Study. January 2012.
Muchsin, A. M., Pratiwi, S., Salasiyah, C., Manan, A., & Kamarullah, K. (2022). An Overview of Inclusive Education in Eastern Aceh, Indonesia: What do the Educational Elements Say?. Jurnal Ilmiah Peuradeun, 10(2), 297-318.
Nasukha, M., Almaisya, R., & Tanjung, H. (2023). The Relationship Between Parenting Patterns and Students’ Mental Health During The Covid-19 Pandemic. Nazhruna: Jurnal Pendidikan Islam, 5(3), 1366-1376.
Purwandari, S., Husna, A. N., & Tawil, T. (2022). Islamic Parenting Model to Increase Family Literacy: A Mixed Method study. International Journal of Islamic Educational Psychology, 3(2), progress.
Putri, A. (2019). Disabilitas dan Partisipasi di Pasar Tenaga Kerja Indonesia: Analisis Data Sakernas 2018. Jurnal Ketenagakerjaan, 14(2), 138–152.
Rabren, K., & Evans, A.M. (2016). A Consensual Qualitative Analysis of Parental Concerns and Strategies for Transition. Journal of Vocational Rehabilitation 44(3) 307-321.
Rapanaro, C., Bartu, A., & Lee, A.H. (2008). Perceived Benefits and Negative Impact of Challenges Encountered in Caring for Young Adults with Intellectual Disabilities in the Transition to Adulthood. Journal of Applied Research in Intellectual Disability, 21(1), 34-47.
Suryani, I., Muhtar, M. H., Rahman, Y., Jaya, B. P. M., & Khalaf, A. A. (2023). Integration of Islamic Law in regional development in Indonesia. Juris : Jurnal Hukum Dan Ekonomi Islam, 22(1), 1.
Schutz, M.A., Awsumb, J.M., Carter, E.W., & McMillan, E.D. (2021). Parent Perspectives on Pre-Employment Transition Services for Youth With Disabilities. Rehabilitation Counseling Bulletin, 65(4), 266-278.
Wandry, D, & Pleet, A. (Eds.) (2009) Engaging and Empowering Families in Secondary Transition. Arlington, VA: Council for Exceptional Children.
Wehman, P., & Targett, P.S. (2012). IEP Development in Adolescent Transition Education. Handbook of Adolescent Transition Education for Youth with Disabilities, 35–55.
Wehmeyer, M.L., & Palmer, S.B. (2003). Adult Outcomes for Students with Cognitive Disabilities Three Years after High School: The Impact of Self-Determination. Education and Training in Developmental Disabilities, 38(2), 131-144.
Young, J., Morgan, R. L., Callow-Heusser, C. A., & Lindstrom, L. (2016). The Effects of Parent Training on Knowledge of Transition Services for Students with Disabilities. Career Development and Transition for Exceptional Individuals, 39(2), 79–87.
Zamakhsari, Z., Masruri, S., & Sutrisno, S. (2020). Self-Regulatory Learning Patterns of Disabled Students at UIN Sunan Kalijaga Yogyakarta. International Journal of Islamic Educational Psychology, 1(2), 126–146.
Zhang, D, Ivester, J. G., Chen, L.J., & Katsiyannis, A. (2005). Perspectives on Transition Practices. Career Development for Exceptional Individuals, 28(1), 15-25.
How to Cite
AZIZAH, Nur et al. The Role of Parents in Implementing the Post-School Transition. Jurnal Ilmiah Peuradeun, [S.l.], v. 12, n. 1, p. 183-202, jan. 2024. ISSN 2443-2067. Available at: <>. Date accessed: 18 june 2024. doi: