Culturally and linguistically diverse family involvement in transition planning: A research synthesis Academic Article

abstract

• 2018, Council of Administrators of Special Education. All rights reserved. Families fromculturally and linguistically diverse (CLD) backgrounds are found to be passively involved in transition planning and decision-making. The Individuals with Disabilities Education Improvement Act (IDEA, 2004) stressed the need to reduce disproportionality and increased secondary transition requirements. The purpose of this article is to provide a research synthesis of CLD family involvement in the transition process. Barriers of CLD parental involvement are identified. Recommendations for policymakers, school administrators, and teachers are made.

authors

• Zhang, Dalun

published proceedings

• Journal of Special Education Leadership

author list (cited authors)

• Ju, S., Landmark, L. J., & Zhang, D.

complete list of authors

• Ju, S||Landmark, LJ||Zhang, D

publication date

• March 2018

published in

• Journal of Special Education Leadership  Journal

start page

• 16

end page

• 26

volume

• 31

issue

• 1