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Parent involvement is foundational to the development of Individualized Education Programs (IEPs) for students with disabilities, including the transition component of the IEP. However, many culturally and linguistically diverse parents, including Hispanic mothers, report barriers to their participation in school-based transition planning, contributing to a sense of stress and alienation. We conducted semi-structured interviews with Hispanic mothers of high school students with disabilities ( n = 10) to better understand the way they receive or do not receive support from others involved in the transition. Our qualitative analysis resulted in six themes related to two main types of social support, action-facilitating and nurturant, which participants received from in-school professionals, out-of-school professionals, and family and friends. Findings suggest that participants received different forms of social support from key transition stakeholders, with professionals, most notably, providing limited nurturant support. We provide recommendations for transition teams to provide Hispanic mothers additional support via culturally responsive and empowering practices.
Yeager et al. (Wed,) studied this question.