Abstract
Date Presented 04/13/21
Researchers examined caregiver experiences surrounding the transition out of the educational system for children with cognitive disabilities. Researchers analyzed 66 survey responses to the UW Caregiver Stress Scale and open-ended questions. Results suggest caregiver stress is constant throughout the transition, and perceived supports are strongly lacking. Meaningful occupational engagement outside the school structure was an overwhelming concern, substantiating a critical role for intervention.
Primary Author and Speaker: Elizabeth Brooke Preble
Contributing Authors: Diane Long, Tina Caswell
