Transition Planning Involving Culturally and Linguistically Diverse Families

Abstract

Family involvement in the transition process has been recognized as a crucial indicator of successful transition planning. Many parents, however, take a passive role in their child's Individualized Education Program (IEP) transition meeting. Moreover, despite the clear mandate of the Individuals with Disabilities Education Act (IDEA), parents from culturally and linguistically diverse backgrounds are even less involved. This article explores the current status of parent involvement in transition planning for families from diverse backgrounds. It examines the barriers placed on such parents and recommends strategies to enhance the partnerships between parents and school programs during the transition period.