Perspectives on Transition Among Hispanic and Disabled Youth

Abstract

Providing students with disabilities with a smooth and effective transition from school to work and adult living has become a major priority of this country. As currently conceived, transition implicitly assumes that youth with disabilities will become employed or seek additional education, move away from their parent's domicile, and engage in other behaviors of emancipation. This view of transition is based largely on the traditional activities in which Anglo middle class young adults engage as they leave high school. This study is based on a recent interview survey of 40 youths. Using a 2×2 factorial design, this study was designed to determine the interactive effects of culture (Anglo and Hispanic) and disability (disabled and nondisabled) on youths' perspectives on the adequacy of their high school preparation and their goals and aspirations for the transition years. The results of these interviews have significant implications for transition planning among Hispanic and minority youth.