[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-81182-en":3,"doc-seo-81182-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},81182,549758146520,"Patrick","https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470",8,"Research & Report","Post-School Visions and Expectations of Latino Students With Learning Disabilities","Study examines desired components of adult life for 12th-grade Latino students with learning disabilities, alongside their parents and special education teachers. Using focus groups and individual interviews, five student–parent–teacher triads (n=16) compared post-school visions and expectations. Findings highlight notable differences, particularly in teachers’ beliefs about how students’ lives should look after high school. Teachers also showed limited cultural understanding of student and parent after-school choices, with limitations and practice/research implications discussed.","Post-School Visions and Expectations of Latino Students With Learning Disabilities, Their Parents, and Teachers  \nJoanna Mossmond Keel, PhD 1, Lisa Sharon Cushing, PhD 1, and Jessica M. Awsumb, PhD 1  \nCareer Development and Transition for Exceptional Individuals  \n1–11  \n© Hammill Institute on Disabilities 2017 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/2165143417708997](DOI: 10.1177/2165143417708997)[ ](DOI: 10.1177/2165143417708997)[cdtei.sagepub.com](cdtei.sagepub.com)  \nAbstract  \nThis study explored perspectives about the desired components of adult life for 12th-grade Latino students with learning disabilities, their parents, and special education teachers. Focus groups and individual interviews were used to understand the similarities and differences in post-school visions and expectations among participants. Five student, parent(s), and teacher triads (n = 16) who were related (student-parent) and worked together (student-teacher) participated in this study. Results uncovered differences in teachers’ expectations of what students’ lives should look like after high school, and the desires of the students and parents themselves. Overall, teachers expressed a lack of cultural understanding regarding students’ and parents’ choices for after high school. Study limitations and implications for practice and research in secondary transition are presented.  \nKeywords  \ncultural competency, learning disabilities, family involvement, post-school outcomes  \nOver the past three decades, research findings have demonstrated how coordinated transitions that collaboratively engage students, families, educators, and community support personnel are fundamental to developing post-school outcomes (Test et al., 2009). Furthermore, post-school goals that incorporate student interests and preferences have been historically recognized as core to adult success for youth with disabilities (Kohler & Field, 2003) . Federal legislation, such as the Every Student Succeeds Act of 2015 (ESSA), continues to highlight the importance of planning for adult success while in high school, increasing expectations as well as promoting equitable high-quality education for all youth. States, school districts, and individual schools are now under the microscope to produce not only graduates but also citizens who are career and college ready with a rigorous set of academic knowledge and skills (Morningstar, Bassett, Kochhar-Bryant, Cashman, & Wehmeyer, 2012) . Since 1990, transition services have been incorporated into The Individuals With Disabilities Education Act (IDEA) with the aim of preparing students with disabilities through a coordinated set of activities and supports to increase the likelihood of gaining meaningful employment, attending postsecondary education or training programs, and being integrated into the community. For youth with disabilities, legal policies put heavy emphasis on statewide accountability measures, including procedures  \nfor tracking data on transition planning, goals, services, and post-school outcomes. Taken together, these policies mandate that schools provide all students educational opportunities for preparation for life after high school, including youth with disabilities from low-income, culturally linguistically diverse (CLD) backgrounds.  \nThe ESSA 2015 sheds light on current concerns about inequity in education, particularly those that exist for CLD youth with disabilities. Dropout rates for African American and Latino students with disabilities are 33% as compared with 22% for their Caucasian counterparts (U.S. Department of Education, National Center for Education Statistics, 2011) . Furthermore, many CLD youth and young adults with highincidence disabilities are likely to live in poverty, attend lowincome, underresourced schools, be under-or unemployed, and/or not attend postsecondary education or training ac","cbCaisCSeXz24cFc","https://ap.wps.com/l/cbCaisCSeXz24cFc","pdf",327434,4,1,11,"English","en",105,"# Abstract\n# Background and Policy Context\n## Transition planning and post-school outcomes\n## Legal framework and equity concerns\n# Study Rationale and Prior Research\n## Need for culturally responsive transition supports\n# Study Participants and Methods","[{\"question\":\"What population does the study focus on?\",\"answer\":\"The study focuses on 12th-grade Latino students with learning disabilities, their parents, and special education teachers.\"},{\"question\":\"How did the researchers collect the perspectives and expectations?\",\"answer\":\"They used focus groups and individual interviews to explore similarities and differences among participants.\"},{\"question\":\"What key differences were found among participants?\",\"answer\":\"Differences emerged in teachers’ expectations versus the desires expressed by students and parents about life after high 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