Lack of family engagement in transition planning continues to be a challenge in special education. This study examined the experiences of Chinese and Vietnamese families of youth with disabilities toward transition planning. Results suggested that participants were eager to be engaged in the transition planning and valued the importance of transition planning activities. They wanted to ensure that their youth were equipped with skills, so they could lead a successful and independent adult life. However, schools provided little to no information regarding the transition planning process. This lack of information prevented them from being actively involved. Implications for future research and practice to enhance partnership between schools and diverse families in the development of transition planning are discussed.
ChanS.LeeE. (2004). Families with Asian roots. In LynchE. W.HansonM. J. (Eds.), Developing cross-cultural competence: A guide for working with children with their families (3rd ed., pp. 219–298). Paul H. Brookes.
2.
ChangC. (2003). Counseling Asian Americans. In VaccN. A.DeVaneyS. B.BrendelJ. M. (Eds.), Counseling multicultural and diverse populations: Strategies for practitioners (4th ed., pp. 73–92). Brunner-Routledge.
3.
CorbinJ.StraussA. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). SAGE.
4.
deFurS.Todd-AllenM.GetzelE. (2001). Parent participation in the transition process. Career Development and Transition for Exceptional Individuals, 24, 19–36. https://doi.org/10.1177/088572880102400103
5.
EpsteinJ. L. (2010). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Westview Press.
6.
GeenenS.PowersL.Lopez-VasquezA. (2001). Multicultural aspects of parent involvement in transition planning. Exceptional Children, 67, 265–282. https://doi.org/10.1177/001440290106700209
7.
GothbergJ.GreeneG.KohlerP. (2019). District implementation of research-based practices for transition planning with culturally and linguistically diverse youth with disabilities and their families. Career Development and Transition for Exceptional Individuals, 42, 77–86. https://doi.org/10.1177/2165143418762794
8.
GreeneG. (2011). Transition planning for culturally and linguistically diverse youth. Paul H. Brookes.
9.
Hanley-MaxwellC.Whitney-ThomasJ.PogoloffS. (1995). The second shock: A qualitative study of parents’ perspectives and needs during their child’s transition from school to adult life. Research and Practice for Persons with Severe Disabilities, 20, 3–15. https://doi.org/10.1177/154079699502000102
10.
HendersonA.MappK. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Southwest Educational Development Laboratory.
11.
HiranoK.RoweD.LindstromL.ChanP. (2018). Systemic barriers to family involvement in transition planning for youth with disabilities: A qualitative metasynthesis. Journal of Child and Family Studies, 27, 3440–3456. https://doi.org/10.1007/s10826-018-1189-y
12.
Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. 1400 et seq. (2004).
13.
JeynesW. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42, 82–109. https://doi.org/10.1177/0042085906293818
14.
KeelJ.CushingL.AwsumbJ. (2018). Post-school visions and expectations of Latino Students with learning disabilities, their parents, and teachers. Career Development and Transition for Exceptional Individuals, 41, 88–98. https://doi.org/10.1177/2165143417708997
15.
KimK.LeeY.MorningstarM. E. (2007). An unheard voice: Korean American parents’ expectations, hopes, and experiences concerning their adolescent child’s future. Research and Practice for Persons with Severe Disabilities, 32, 253–264. https://doi.org/10.2511/rpsd.32.4.253
KrathwohlD. (2009). Methods of educational and social science research: An integrated approach (3rd ed.). Waveland Press.
18.
LandmarkL.ZhangD.MontoyaL. (2007). Culturally diverse parents’ experiences in their children’s transition: Knowledge and Involvement. Career Development and Transition for Exceptional Individuals, 30, 68–79. https://doi.org/10.1177/08857288070300020401
19.
LoL. (2008). Chinese families’ level of participation and experiences in IEP meetings. Preventing School Failure, 53, 21–27. https://doi.org/10.3200/PSFL.53.1.21-27
20.
LoL. (2010). Perceived benefits experienced in support groups for Chinese families of children with disabilities. Early Child Development and Care, 180, 405–415. https://doi.org/10.1080/03004430802002625
21.
LoL. (2012). Demystifying the IEP process for diverse parents of children with disabilities. Teaching Exceptional Children, 44(3), 14–20. https://doi.org/10.1177/004005991204400302
22.
LoL. (2015). An extension of the parent community project: Ongoing support for the Chinese immigrant parents of children with disabilities. CAISE Review, 3, 49–59. https://doi.org/10.12796/caise-review.2015V3.005
MazzottiV.PlotnerA. (2016). Implementing secondary transition evidence-based practices: A multi-state survey of transition service providers. Career Development and Transition for Exceptional Individuals, 39, 12–22. https://doi.org/10.1177/2165143414544360
25.
ParetteP.ChuangS.HuerM. (2004). First-generation Chinese American families’ attitudes regarding disabilities and educational interventions. Focus on Autism and Other Developmental Disabilities, 19, 114–123. https://doi.org/10.1177/10883576040190020701
26.
ParkJ.TurnbullA. (2001). Cross-cultural competency and special education: Perceptions and experiences of Korean parents of children with special needs. Education and Training in Mental Retardation and Developmental Disabilities, 36, 133–147.
27.
Povenmire-KirkT.LindstromL.BullisM. (2010). From school to adult life: Transition needs for Latino youth with disabilities and their families. Career Development and Transition for Exceptional Individuals, 33, 41–51. https://doi.org/10.1177/0885728809359004
28.
RehmR.Fuentes-AfflickE.FisherL.CheslaC. (2012). During the transition to adulthood for youth with special health care needs and developmental disability. Advances in Nursing Science, 35, 57–72. https://doi.org/10.1097/ANS.0b013e3182626180
29.
RuedaR.MonzoL.ShapiroJ.GomezJ.BlacherJ. (2005). Cultural models of transition: Latina mothers of young adults with developmental disabilities. Exceptional Children, 71, 401–414. https://doi.org/10.1177/001440290507100402
30.
ShapiroJ.MonzoL.RuedaR.GomezJ.BlacherJ. (2004). Alienated advocacy: Perspectives of Latina mothers of young adults with developmental disabilities on service systems. Mental Retardation, 42, 37–54. https://doi.org/10.1352/0047-6765(2004)42<37:AAPOLM>2.0.CO;2
31.
SmithL.AndersonK. (2014). The roles and needs of families of adolescents with ASD. Remedial and Special Education, 35, 114–122. https://doi.org/10.1177/0741932513514616
