This paper critically examines the limitations of existing transition research frameworks for culturally and linguistically diverse (CLD) students with disabilities, highlighting the urgent need for more equitable and inclusive approaches. Traditional transition models in the United States often reflect dominant White, middle-class norms and fail to account for the historical, structural, and socioeconomic inequities that disproportionately impact CLD students. These issues, such as overrepresentation in special education, income segregation, curriculum bias, and chronic underfunding, continue to shape unequal postsecondary outcomes. This paper also broadens the conversation by addressing global gaps in transition planning, noting that many countries lack formal definitions, policies, or data related to school-to-adulthood transitions for students with disabilities. In response, this paper identifies critical components necessary for developing culturally responsive transition frameworks and offers actionable steps to guide practitioners and researchers. By centering the lived experiences of CLD students and their families, this work lays essential groundwork for the creation of transition models that reflect the diverse realities of students with disabilities; both in the United States and globally, as they move toward adult life.
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