The transition to adulthood can be a challenging time for adolescents with intellectual and developmental disabilities. Its complexity, however, may be magnified for families who have immigrated to the United States. This study examined the transition expectations and experiences of six first-generation, Latino parents and their transition-aged (14–22) children with intellectual disability, autism, and/or multiple disabilities. Through individual interviews held in Spanish or English, parents offered insights into (1) their visions of success for their child, (2) the distinct barriers they face as immigrant families, and (3) their suggestions for schools and adult agencies related to supporting strong transitions. Their portraits of desired outcomes were quite individualized and reflected high expectations. Factors identified as inhibiting successful transitions included persistent language barriers, the views of certain professionals and community members, and exclusion from typical school experiences. Parents encouraged schools to support family advocacy, foster greater student independence, expand adult programming, and reduce segregated educational placements. We present implications for educators on working with Latino families, as well as offer recommendations for future research.

中文翻译：

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La Transición：家长对智力和发育障碍拉丁裔青年过渡的看法

对于有智力和发育障碍的青少年来说，过渡到成年可能是一个充满挑战的时期。然而，对于移民到美国的家庭来说，它的复杂性可能会被放大。本研究调查了六位第一代拉丁裔父母及其患有智力障碍、自闭症和/或多重残疾的过渡年龄 (14-22) 儿童的过渡期期望和经历。通过用西班牙语或英语进行的个别访谈，父母提供了以下见解：(1) 他们对孩子成功的愿景，(2) 他们作为移民家庭面临的明显障碍，以及 (3) 他们对学校和成人机构的与支持相关的建议强过渡。他们对期望结果的描述非常个性化，并反映了很高的期望。被确定为阻碍成功过渡的因素包括持续的语言障碍、某些专业人士和社区成员的观点以及典型学校经历的排斥。家长鼓励学校支持家庭倡导，培养学生更大的独立性，扩大成人项目，并减少隔离的教育安置。我们介绍了与拉丁裔家庭合作对教育工作者的影响，并为未来的研究提供建议。