A review of the literature about transition planning experiences among culturally and linguistically diverse families of youth with disabilities in the United States

Abstract

Family involvement in transition planning has been attributed to positive postschool outcomes for youth with disabilities. Yet, families are often relegated to passive roles in transition planning meetings. Barriers to participation are often exacerbated for culturally and linguistically (CLD) families. By identifying barriers to family involvement, including specific barriers for CLD families, targeted interventions can be developed to overcome such barriers. The purpose of this comparative review was to synthesize the literature about transition planning in the United States among non-CLD families, CLD, and Latinx families of youth with disabilities. In total, 37 studies were identified. Results indicated that all families conducted advocacy, attended transition meetings, and secured natural supports for their youth with disabilities. All families also reported being relegated to listening roles. Non-CLD families reported having knowledge of transition plans and adult disability services; none of the studies found that CLD and Latinx families had knowledge about transition plans and adult services. Instead, most studies suggested CLD and Latinx families were unfamiliar with transition plans and adult services due to systemic barriers. All families reported that school professionals held negative attitudes toward families. Barriers unique to Latinx families included: language differences, limited knowledge of adult services for undocumented youth, and professionals' focus on independence rather than interdependence. Based on the findings, implications for future research and practice are discussed.