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

David W Leake, Sheryl Burgstahler, Margo Vreeberg Izzo

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DOI: 10.4236/ce.2011.22017                

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

Keywords

Mentoring, Disabilities, Postsecondary Education, Cultural and Linguistic Diversity

Conflicts of Interest

The authors declare no conflicts of interest.

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