and Linguistic Diversity Transition Success Research Project
of Cultural and Linguistic Diversity, and Disability Factors,
Related to Successful Transition to Postsecondary Education and
is becoming increasingly important for Americans to continue their
educations beyond high school if they want to obtain quality jobs
in the modern economy, with its emphasis on knowledge and technology.
However, as demonstrated by numerous studies, youth with disabilities
are much less likely than their peers without disabilities to
successfully access and participate in postsecondary education.
Problems in achieving success in postsecondary education are particularly
evident for youth with disabilities from culturally and linguistically
diverse (CLD) backgrounds. Efforts to support CLD youth with disabilities
to successfully prepare for and transition into postsecondary
education are given added importance and urgency by the facts
that CLD youth tend to be overrepresented in certain special education
categories and that the numbers and proportion of CLD youth in
the nations schools are increasing rapidly.
However, little is known about what contributes to successful
post-high school outcomes for CLD youth with disabilities, with
important unanswered questions including:
specific factors (personal, familial, cultural, socioeconomic)
support the educational progress of CLD youth with disabilities
in high school resulting in successful access and participation
in postsecondary education and other lifelong learning opportunities?
contextual factors in high school (resources, scheduling, special
programs, expectations, etc.) support the educational progress
of CLD youth with disabilities resulting in successful access
and participation in postsecondary education and other lifelong
do high schools and other service providers effectively support
CLD youth with disabilities to successfully transition into
order to answer these questions, the CLD Transition Research Project
is implementing a research
design consisting of four different research activities
using a consumer-driven participatory
action research (PAR) approach. Through the PAR approach,
the project is tapping the expertise of CLD persons with disabilities
who have successfully accessed and participated in postsecondary
education. Research results and recommendations are being summarized
in a variety of accessible formats tailored for a range of audiences
and disseminated through an extensive national network, and are
also being posted on the products
page of this Web site.
The CLD Transition Research Project is an initiative of the University
of Hawaii at Manoas Center on Disability Studies (a
University Center for Excellence in Developmental Disabilities).
The research is also being conducted by four collaborating US
Mainland sites with strong records of research in disabilities
and/or cultural and linguistic diversity, thereby providing national
scope. Each of the sites is focusing on different CLD groups,
Carolina Agricultural and Technical State University (Department
of Curriculum and Instruction): African Americans.
Arizona University (Institute for Human Development): Native
Americans and Hispanic Americans.
State University (Nisonger Center for Mental Retardation and
Developmental Disabilities): African Americans.
of Hawaii at Manoa (Center on Disability Studies): Asian Americans
and Pacific Islanders.
of Washington (DO-IT—Disabilities, Opportunities, Internetworking,
and Technology): Asian Americans and Hispanic Americans.
CLD Transition Research Project is funded by the US Department
of Educations Office of Special Education Programs (OSEP)
for the period July 1, 2002 to June 30, 2006 (Project #H324C010090).