De Escuela a la Vida Adulta/From School to Adult Life: Transition Needs for Latino Youth With Disabilities and Their Families

Abstract

Postschool outcomes for youth with disabilities vary depending on culture, ethnicity, race, gender, and socioeconomic status. The aim of this study was to identify and describe the needs of youth with disabilities from Latino backgrounds who are transitioning from school to adulthood in Oregon. Using a conceptual model that included community context, cultural context, and individual factors, the authors conducted individual and focus group interviews with school and transition professionals, Latino youth, and their families to identify available transition services and barriers faced by this population. The results were summarized into five major categories: (a) language issues, (b) concerns regarding documentation and citizenship, (c) lack of culturally appropriate practices, (d) barriers to family participation and, (e) limited school and community resources. Findings support the need for changes in transition service delivery for Latino students with disabilities at both the individual and school district levels.

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