Epilogue

What Do We Know, What Have We Learned, and Where Do We Go from Here to Help CLD Families and Youth with Disabilities in the Transition Process?

Taisha Mubano, an African American woman in her late 40s, ran into Jemilla Franklin, an old friend, after not having seen her for years. Jemilla asked, “How’s your son Jonas doing these days? He’s probably graduated high school by now.”
“Yes indeed,” said Taisha, “and he’s doing alright. Thanks for asking.”
“That’s great to hear,” said Jemilla, “I know how many years you struggled trying to get services for him. His autism was a real challenge for you and your family.”
Taisha replied, “You know, we finally got some good help for Jonas when he started high school. For the first time, I felt the special education teachers listened to what we had to say and truly tried to help us. And it made a big difference!”
“Really,” said Jemilla. “What did they do?”
Taisha said, “Well, when Jonas turned 16, they met with us in our home one night with Jonas there, too; put a big piece of paper up on the wall; and asked us a lot of questions about our hopes, fears, dreams, and goals for Jonas’s future. Everybody had a chance to talk, including Jonas, and it just felt good. We really thought they cared about him and wanted to help him be successful in school and in the future.”
Jemilla replied, skeptically, “Talk is talk. They always make promises, give you hope—
“Well, nobody is perfect, but the school really made an effort to follow through on what they said they were going to do. Jonas was given a one-to-one aide to work with him in his general education classes, they had a Best Buddies program to help him make friends, and he got a lot of tutoring and assistance with his classes in high school. They helped him get a job at our neighborhood Target store, and the manager there liked him so much that he hired him full time after Jonas graduated high school. He works there about 30 hours a week. And they helped us connect with services that would help Jonas as an adult.”
“That’s fantastic!” said Jemilla. “Where’s he living now?”
“He lives with us,” replied Taisha, “but his Regional Center counselor is helping him look for a supported living situation in the neighborhood.”
“What’s that?” asked Jemilla.
“It’s semi-independent living, like a group home. Other adults with disabilities live there and staff help care for their needs. We think it’s great that Jonas can live nearby but be a bit more independent,” said Taisha.
“How does he get to work?” asked Jemilla.
“He takes the bus. They taught him how to use the bus when he was in high school,” replied Taisha.
“Wow, that’s terrific! Sounds like things actually got taken care of. Well, you give Jonas a big hug from me. It was great to see you,” said Jemilla.

The story of Taisha Mubano illustrates numerous recommended practices in culturally responsive transition planning presented throughout this book. The chapter focuses on the following questions:

1. What do we know about the transition experiences of CLD families and youth with disabilities?
2. What have we learned about how to support CLD families of youth with disabilities during the transition years?
3. Where do we go from here? How do we infuse research-validated transition practices and recommendations for working with CLD families and youth with disabilities into public schools and transition service agencies?

What Do We Know About the Transition Experiences of CLD Families and Youth with Disabilities?

Making the transition from school to adult life is challenging for all youth with disabilities, but even more so for those from CLD backgrounds. CLD youth with disabilities and their families experience problems with the transition to adult life beyond disability alone. Research has revealed important things regarding CLD families of youth with disabilities who are involved in the transition planning process:

1. Lack knowledge of the legal requirements for transition and a clear understanding of their role in IEP/ITP meetings.
2. Experience racial and cultural stereotypes as well as biases from school professionals, leading them to not actively participate in IEP/ITP meetings.
3. Do not acknowledge the hopes and dreams for the future held by CLD families and youth with disabilities.
4. Do not engage in culturally responsive collaboration with CLD families and youth with disabilities in a way that makes them feel valued, listened to, and accepted during the transition planning process.

In summary, as presented in the first two chapters of this book, CLD youth with disabilities experience serious problems in the transition process beyond those experienced by youth with disabilities in the general population.

What Have We Learned About How to Support CLD Families of Youth with Disabilities During the Transition Years?

A number of highly effective practices have been recommended to promote more positive transition experiences for CLD families and youth with disabilities. These recommendations apply to two specific groups: 1) school transition professionals and 2) CLD parents and youth with disabilities.

1. Transition professionals should use culturally responsive techniques such as PCP and family-centered approaches to collaborate with CLD families and youth with disabilities.
2. Transition professionals need to be competent in culturally responsive collaboration and communication practices.
3. Training is available throughout the U.S. to promote the knowledge and skills of CLD families and youth with disabilities regarding the transition planning process.
4. Parent support groups, mentors, and community liaisons benefit CLD parents by helping them understand special education law and the transition planning process.
5. The use of bilingual and bicultural interpreters benefits families who do not speak English.

Interview with Irene Martinez, M.S.W., Director of Fiesta Educativa

I conducted an interview with Irene Martinez, M.S.W., the Director of Fiesta Educativa, a parent support organization for CLD parents of youth with disabilities.

What challenges have you seen CLD families of youth with disabilities face in the transition planning process?

We’ve tried to provide more training to parents to get them to start transition planning earlier. We have developed good working relationships with a number of school districts, but we’re limited by resources. We’re using a home-based family education model with a small group of parents in a family-driven, centered environment.

What do the CLD families and youth with disabilities with whom you have worked want and need when it comes to planning the future for their child?

Help parents work with the school so there is a positive relationship. They need to learn how the system works, including the role of Regional Centers and the Department of Rehabilitation.

Where Do We Go from Here?

1. Use the leadership strategies presented to develop leaders in school special education.
2. Provide training where needed to transition professionals as well as CLD families and youth with disabilities.
3. Develop resources such as CLD parent support groups and community liaisons.
4. Pursue continuing knowledge and professional growth.

Summary

Everyone deserves an equal opportunity to experience a quality adult life, including individuals with disabilities. Support for CLD families of youth with disabilities requires changes at an organizational level. This book presents information on how to promote leadership in special education and transition services to improve support for CLD families and youth with disabilities.