Transition Planning: Voices of Chinese and Vietnamese Parents of Youth With Autism and Intellectual Disabilities

Lack of family engagement in transition planning continues to be a challenge in special education. This study examined the experiences of Chinese and Vietnamese families of youth with disabilities toward transition planning. Results suggested that participants were eager to be engaged in the transition planning and valued the importance of transition planning activities. They wanted to ensure that their youth were equipped with skills, so they could lead a successful and independent adult life. However, schools provided little to no information regarding the transition planning process. This lack of information prevented them from being actively involved. Implications for future research and practice to enhance partnership between schools and diverse families in the development of transition planning are discussed.