65 Abstract. A survey was conducted with 234 parents of secondary-level students with high- and low-incidence disabilities in two urban school systems about the importance of secondary instructional domains and transition planning and their post-school expectations for their son or daughter. Significant diff e rences were found between parents of students with high- and low-incidence disabilities in the values they placed on instructional domains and transition planning areas, their desire d independent living situations, and their post-school expectations for education and employment for their son or daughter. Implications for practice and re s e a rch are discussed. Over the past three decades, including parents in the assessment and educational planning processes for their son or daughter with a disability has been a hallmark of special education (Smith, Polloway, Patton, & Dowdy, 1998; Tu rnbull & Turnbull, 1997). Parental involvement has also been recognized as a key component of transition planning as students with disabilities move through the secondary years (deFur, Todd-Allen, & Getzel, 2001; Kohler, 1998; Morningstar, Turnbull, & Turnbull, 1995; Salembier & Furney, 1997; Sitlington, Clark, & Kolstoe, 2000). Stakeholders also recognize parental support and family involvement as critical factors in the development of self- determination for students with disabilities (Field & Hoffman, 1994; Martin & Marshall, 1998; Mithaug, Wehmeyer, Agran, Martin, & Palmer, 1998; Wehmeyer, 1996). While policymakers, researchers, and educators have increasingly recognized the key role parents play during the secondary years, we know little about how parents view the importance of secondary instructional domains, transition planning needs, or post-school goals since the implementation of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997. This legislation calls for students with disabilities to participate in the general education curriculum to a greater extent and for a statement of transition needs to be included in the IEP addressing a student’s course of study by age Parents’ In-School Values and Post-School Expectations for Transition-Aged Youth with Disabilities MEG GRIGAL DEBRA A. NEUBERT career develop 27-1 rev 4/1/04 4:16 PM Page 65