La Transicio´n: Parent Perspectives on Transition for Latino Youth with Intellectual and Developmental Disabilities

Autor/inn/en	Skillern, Sean; Carter, Erik W.
Titel	La Transicio´n: Parent Perspectives on Transition for Latino Youth with Intellectual and Developmental Disabilities
Quelle	In: Journal of Research in Special Educational Needs, 21 (2021) 4, S.323-333 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carter, Erik W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12530
Schlagwörter	Parent Attitudes; Parent Aspiration; Parents; Adolescents; Transitional Programs; Family School Relationship; Students with Disabilities; Intellectual Disability; Developmental Disabilities; Autism; Pervasive Developmental Disorders; Multiple Disabilities; Hispanic Americans; Immigrants; Barriers; Expectation + Suchen Sie Ihr Suchwort? Elternverhalten; Elternwille; Eltern; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Entwicklungsstörung; Autismus; Multiple disability; Mehrfachbehinderung; Hispanic; Hispanoamerikaner; Immigrant; Immigrantin; Immigranten; Expectancy; Erwartung
Abstract	The transition to adulthood can be a challenging time for adolescents with intellectual and developmental disabilities. Its complexity, however, may be magnified for families who have immigrated to the United States. This study examined the transition expectations and experiences of six first-generation, Latino parents and their transition-aged (14-22) children with intellectual disability, autism, and/or multiple disabilities. Through individual interviews held in Spanish or English, parents offered insights into (1) their visions of success for their child, (2) the distinct barriers they face as immigrant families, and (3) their suggestions for schools and adult agencies related to supporting strong transitions. Their portraits of desired outcomes were quite individualized and reflected high expectations. Factors identified as inhibiting successful transitions included persistent language barriers, the views of certain professionals and community members, and exclusion from typical school experiences. Parents encouraged schools to support family advocacy, foster greater student independence, expand adult programming, and reduce segregated educational placements. We present implications for educators on working with Latino families, as well as offer recommendations for future research. (As Provided).
Anmerkungen	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://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01