Perspectives on Transition Among Hispanic and Disabled Youth

Issue title: Ethnic and Cultural Issues

Article type: Research Article

Authors: Shafer, Michael S.^; | Quiroga, Teresa

Affiliations: Department of Family and Community Medicine, University of Arizona, Tucson, Arizona

Note: [] Development of this manuscript was supported in part by grant H029G90033-91 from the U.S. Department of Education, Office of Special Education Programs. The opinions expressed in this article are solely those of the authors; no endorsement by the Department is to be assumed.

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.

DOI: 10.3233/JVR-1993-3109

Journal: Journal of Vocational Rehabilitation, vol. 3, no. 1, pp. 54-60, 1993