Post-School Visions and Expectations of Latino Students With Learning Disabilities, Their Parents, and Teachers

Abstract

This 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.