Multicultural Aspects of Parent Involvement in Transition Planning

By S. Geenen, L. Powers, Alfonso Lopez-Vasquez. 2001

162 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a4ed1f1828b1cba0a9d1458d4c6657faa7aeebc1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Mary M. Wagner
2. B. Harry
3. J. Blacher
4. L. Newman

In Education

1. Robert Rueda
2. B. Harry
3. L. Newman

Citations in the corpus

• Collaboration with Culturally and Linguistically Diverse Families: Ideal versus Reality (2008, background): “In a study comparing service providers’ and CLD parents’ views of participation, Geenen, Powers, and Lopez-Vasquez (2001) reported significantly less caregiver involvement than did the families themselves.”
• Parent Involvement in the Transition Process of Children With Intellectual Disabilities: The Influence of Inclusion on Parent Desires and Expectations for Postsecondary Education (2012, background): “For instance, Geenen, Powers, and Lopez-Vasquez (2001) reported school staff perceived culturally and linguisti- cally diverse parents as unresponsive and uninvolved, even though the parents reported active involvement in their young adult’s transition outside the realm of school-based planning.”
• Cultural Models of Transition: Latina Mothers of Young Adults with Developmental Disabilities (2005, background): “On the one hand, seemingly universal assumptions and meanings regarding transition may be inappropriate when applied to diverse populations (Geenen et al., 2001; Meier-Kronick, 1993).”
• Transition-Focused Education (2003, unknown): “Geenen, Powers, and Lopez-Vasquez (2001) identified a variety of roles that both culturally and linguistically diverse and European American parents assume, such as teaching their children cultural values, helping with their employment, and teaching them to care for their disability.”
• The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning (2010, background): “This disparity significantly affects postsecondary outcomes for students with disabilities (Benz et al., 2000; deFur et al., 2001; Geenen et al., 2001; Kohler & Field, 2003; Neece et al., 2009), leading to under-education and under-employment in comparison to their typically developing peers (Getzel”
• A National Picture of Parent and Youth Participation in IEP and Transition Planning Meetings (2012, result): “Racial/ethnic differences also were apparent in these findings, as in other research (Geenen et al., 2001; Landmark et al., 2007; Newman, 2005), highlighting the lower rates of participation and satisfaction of parents of non-Caucasian students and the lower rates of active transition planning…”