Category
JFL, 261A
Description
This study investigated the impact of understanding the lived experiences of culturally and linguistically diverse (CLD) families throughout the transition planning process of students with disabilities as they prepared for adulthood. The history of special education is shocking, heartbreaking, and exposed the often-deplorable conditions of the human experience simply for being born different. Considering that there are more CLD students in the United States than before, there were limited findings that addressed the transition planning experiences of CLD families compared to their White counterparts. The aim of the research was to answer the question: What are the lived experiences of CLD families as their students' transition from high school to adulthood? The central research question posits that it was through the understanding of the lived experiences of CLD families that special education professionals can support families as their students transitioned to adulthood and could result in improved post-secondary outcomes. Utilizing a hermeneutic phenomenological design, 15 CLD families completed an individual interview, focus group, and journal writing prompt to share their experience working with special education professionals before, during, and after completion of their child's transition plan. Due to the problem associated with a lack of understanding, this study aimed to fill the gap within current research by providing first-hand accounts from CLD parents and guardians regarding their transition planning experience. Post-graduation outcomes for CLD students with disabilities may improve when special education professionals understand the relationship between their understanding of culture and the cultivation of collaborative relationships with the families who support their children long after their time in formal schooling has concluded. The significance of these first-hand accounts provided implications for policy and practice and serve as a springboard for future research.
Understanding the lived experiences of culturally and linguistically diverse families: A phenomenological study of transition planning and post-graduation outcomes
JFL, 261A
This study investigated the impact of understanding the lived experiences of culturally and linguistically diverse (CLD) families throughout the transition planning process of students with disabilities as they prepared for adulthood. The history of special education is shocking, heartbreaking, and exposed the often-deplorable conditions of the human experience simply for being born different. Considering that there are more CLD students in the United States than before, there were limited findings that addressed the transition planning experiences of CLD families compared to their White counterparts. The aim of the research was to answer the question: What are the lived experiences of CLD families as their students' transition from high school to adulthood? The central research question posits that it was through the understanding of the lived experiences of CLD families that special education professionals can support families as their students transitioned to adulthood and could result in improved post-secondary outcomes. Utilizing a hermeneutic phenomenological design, 15 CLD families completed an individual interview, focus group, and journal writing prompt to share their experience working with special education professionals before, during, and after completion of their child's transition plan. Due to the problem associated with a lack of understanding, this study aimed to fill the gap within current research by providing first-hand accounts from CLD parents and guardians regarding their transition planning experience. Post-graduation outcomes for CLD students with disabilities may improve when special education professionals understand the relationship between their understanding of culture and the cultivation of collaborative relationships with the families who support their children long after their time in formal schooling has concluded. The significance of these first-hand accounts provided implications for policy and practice and serve as a springboard for future research.
Comments
Doctorate