Culturally Diverse Parents’ Experiences in Their Children's Transition: Knowledge and Involvement

Career Development for Exceptional Individuals

Volumn 30, Issue 2, 2007, Pages 68-79

  Landmark, Leena Jo ^a   Zhang, Dan Dalun ^a   Montoya, Linda ^a  

^a TEXAS A AND M UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84992781285     PISSN: 08857288     EISSN: None     Source Type: Journal    
DOI: 10.1177/08857288070300020401     Document Type: Article

References (38)

1. Clark, G.M., & Kolstoe, O.P. (1995). Career development and transition education for adolescents with disabilities (2nd ed.). Boston: Allyn & Bacon.
2. deFur, S.H., Todd-Allen, M., & Getzel, E.E. (2001). Parent participation in the transition process. Career Development for Exceptional Individuals, 24, 19-36.
3. Field, S., & Hoffman, A. (1999). The importance of family involvement for promoting self-determination in adolescents with autism and other developmental disabilities. Focus on Autism and Other Developmental Disabilities, 14, 36-41.
4. Fruchter, N. (1984). The role of parent participation. Social Policy, 15(2), 32-36.
5. Geenen, S., Powers, L.E., & Lopez-Vasquez, A. (2001). Multicultural aspects of parent involvement in transition planning. Exceptional Children, 67, 265-282.
6. Geenen, S., Powers, L., Lopez-Vasquez, A., & Bersani, H. (2003). Understanding and promoting the transition of minority adolescents. CareerDevelopmentforExceptionalIndividuals, 26, 27-46.
7. Grigal, M., & Neubert, D.A. (2004). Parents' in-school values and post-school expectations for transition-aged youth with disabilities. Career Development for Exceptional Individuals, 27, 65-85.
8. Halpern, A. (1994). The transition of youth with disabilities to adult life: A position statement of the Division on Career Development and Transition, the Council for Exceptional Children. Career Development for Exceptional Individuals, 17, 115-124.
9. Halpern, A.S., Yovanoff, P., Doren, B., & Benz, M.R. (1995). Predicting participation in postsecondary education for school leavers with disabilities. Exceptional Children, 62, 151-164.
10. Harry, B. (1992). An ethnographic study of cross-cultural communication with Puerto Rican-American families in the special education system. American Educational Research Journal, 29, 471-494.
11. Individuals with Disabilities Education Act of 1990, 20 U.S.C. § 1400 et seq. (1990)
12. Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004) (reauthorization of the Individuals with Disabilities Education Act of 1990)
13. Ingoldsby, B., Schvaneveldt, P., Supple, A., & Bush, K. (2003). The relationship between parenting behaviors and adolescent achievement and self-advocacy in Chile and Ecuador. Marriage & Family Review, 35(3-4), 139-159.
14. Johnson, D.R., & Halloran, W.H. (1997). The federal legislative context and goals of the state systems change initiative on transition for youth with disabilities. Career Development for Exceptional Individuals, 20, 109-121.
15. Kohler, P.D. (1993). Best practices in transition: Substantiated or implied? Career Development for Exceptional Individuals, 16(2), 107-121.
16. Kohler, P.D. (1996). Taxonomy for transition programming: Linking research to practice. Champaign: University of Illinois, Transition Research Institute.
17. Lee, S.H., & Wehmeyer, M.L. (2004). A review of the Korean literature related to self-determination: Future directions and practices for promoting the self-determination of students with disabilities. Korean Journal of Special Education, 38, 369-390.
18. Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
19. Lynch, E.W., & Stein, R.C. (1987). Parent participation by ethnicity: A comparison of Hispanic, Black, and Anglo families. Exceptional Children, 54, 105-111.
20. McNair, J., & Rusch, F.R. (1991). Parent involvement in transition programs. Mental Retardation, 29, 93-99.
21. Morningstar, M.E., Turnbull, A.P., & Turnbull, H.R. (1995). What do students with disabilities tell us about the importance of family involvement in the transition from school to adult life? Exceptional Children, 62, 249-260.
22. Newman, L. (2005). Family involvement in the educational development of youth with disabilities: A special topic report from the National Longitudinal Transition Study-2(NLTS2). Menlo Park, CA: SRI International.
23. Reyes-Blanes, M. (2002, March). Partnering with Latino migrant families of children with disabilities: A challenge, a mission. In No child left behind: The vital role of rural schools. Annual National Conference Proceedings of the American Council on Rural Special Education [ACRES]. Reno, NV.
24. Rueda, R., Monzo, L., Shapiro, J., Gomez, J., & Blacher, J. (2005). Cultural models of transition: Latina mothers of young adults with developmental disabilities. Exceptional Children, 71, 401-414.
25. Salembier, G., & Furney, K.S. (1997). Facilitating participation: Parents' perceptions of their involvement in the IEP/transition planning process. Career Development for Exceptional Individuals, 20, 29-42.
26. Schalock, R.L., & Lilley, M.A. (1986). Placement from community-based mental retardation programs: How well do clients do after 8-10 years? American Journal of Mental Deficiency, 90, 669-676.
27. Schulz, J.B. (1987). Parents and professionals in special education. Boston: Allyn & Bacon.
28. Smith, G.J., Edelen-Smith, P.J., & Stodden, R.A. (1995). How to avoid the seven pitfalls of systematic planning: A school and community plan for transition. Teaching Exceptional Children, 27(4), 42-47.
29. Trainor, A.A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38, 233-249.
30. Turnbull, H.R., Winton, P.J., Blacher, J.B., & Salkind, N. (1983). Mainstreaming in the classroom: Perspectives of parents of handicapped and nonhandicapped children. Journal of the Division of Early Childhood, 6, 14-20.
31. U.S. Census Bureau. (2001). Profiles of general demographic characteristics: 2000 census of population and housing. Washington, DC: Author.
32. U.S. Census Bureau. (2005). U.S. Census Bureau News, August 11, 2005.
33. U.S. Census Bureau. (2006). USA quick facts. Washington, DC: Author. Retrieved January 13, 2006, from http://quickfacts.census.gov/qfd/states/00000.html
34. U.S. Department of Education. (2005). Twenty-fifth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
35. Wehmeyer, M.L., Morningstar, M., & Husted, D. (1999). Family involvement in transition planning and implementation. Austin, TX: PRO-ED.
36. Will, M. (1983). OSERS programming for the transition of youths with disabilities: Bridges from school to working life. Washington, DC: U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS).
37. Zhang, D., & Benz, M.R. (2006). Enhancing self-determination of culturally-diverse students with disabilities: Current status and future directions. Focus on Exceptional Children, 38(9), 1-12.
38. Zhang, D., Ivester, J., Chen, L.J., & Katsiyannis, A. (2005). Perspectives on transition practices. Career Development for Exceptional Individuals, 28, 15-25.