Work

Promoting Transition Success for Culturally and Linguistically Diverse Students with Disabilities: The Value of Mentoring

Year: 2011

Type: article

Abstract: Youth with disabilities are less likely to enroll in and complete postsecondary education programs and transition to employment than their non-disabled peers, and this is especially so for those from culturally and linguistically diverse (CLD) backgrounds. To help provide insight into factors influencing the transition process, a multi-site study was conducted using survey interviews, focus groups, and case studies, with a focus on CLD youth with disabilities. The importance of mentoring emerged as a consistent theme. Most participants cited informal men- tors as role models and key motivators for gaining the social, academic, and career supports needed for success. They identified the relationships of individuals who served as mentors and what they did that helped them gain fresh perspectives and take steps toward personal, academic, and career goals. The insights gained from the re- search p

Source: Creative Education

DOI: 10.4236/ce.2011.22017

Authors: David W Leake, Sheryl Burgstahler, Margo Vreeberg Izzo

Institutions: University of Hawaiʻi at Mānoa, University of Hawaii System, University of Washington, The Ohio State University

Language: English

Topic: Disability Education and Employment

Subfield: Safety Research

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education

Open Access status: diamond

Funders: National Science Foundation, Office of Postsecondary Education