This study explored the satisfaction level of limited English proficient (LEP) mothers with the transition process from early intervention programs to preschool special education programs in a culturally and linguistically diverse Illinois public school district. The research focused on understanding if LEP parents of students with disabilities perceived that their own cultural and linguistic diversity affected the overall transition process. It also reviewed the mothers' perceptions about the cultural and linguistic considerations provided to them during the transition process, including the provision of translated materials and interpreters during meetings. The research indicated the level of satisfaction experienced during the transition process in relation parental perceptions about 1) the information received about the transition process, 2) the level of parent and child preparedness and level of parental involvement in the transition as well as 3) the consideration provided to the cultural and linguistic diversity of the families.
","abstract_html":"<p>This study explored the satisfaction level of limited English proficient (LEP) mothers with the transition process from early intervention programs to preschool special education programs in a culturally and linguistically diverse Illinois public school district. The research focused on understanding if LEP parents of students with disabilities perceived that their own cultural and linguistic diversity affected the overall transition process. It also reviewed the mothers' perceptions about the cultural and linguistic considerations provided to them during the transition process, including the provision of translated materials and interpreters during meetings. The research indicated the level of satisfaction experienced during the transition process in relation parental perceptions about 1) the information received about the transition process, 2) the level of parent and child preparedness and level of parental involvement in the transition as well as 3) the consideration provided to the cultural and linguistic diversity of the families.</p>","abstract_has_math":false,"creators":["Arresola, Celia"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"School of Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T02:54:59Z","subjects":["parent","perception","transition","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://ecommons.luc.edu/luc_diss/43","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Arresola, Celia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T17:07:12Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["parent","perception","transition","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://ecommons.luc.edu/luc_diss/43"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explored the satisfaction level of limited English proficient (LEP) mothers with the transition process from early intervention programs to preschool special education programs in a culturally and linguistically diverse Illinois public school district. The research focused on understanding if LEP parents of students with disabilities perceived that their own cultural and linguistic diversity affected the overall transition process. It also reviewed the mothers' perceptions about the cultural and linguistic considerations provided to them during the transition process, including the provision of translated materials and interpreters during meetings. The research indicated the level of satisfaction experienced during the transition process in relation parental perceptions about 1) the information received about the transition process, 2) the level of parent and child preparedness and level of parental involvement in the transition as well as 3) the consideration provided to the cultural and linguistic diversity of the families.
"]},{"key":"dc:title","label":"Title","values":["Limited English Proficient Mothers' Perceptions of the Transition Process From Early Intervention Programs to Preschool Programs: Cultural and Linguistic Barriers"]}]}],"canonical_facts":{"dc:creator":["Arresola, Celia"],"dc:date.available":["2016-03-31T17:07:12Z"],"dc:description.abstract":["This study explored the satisfaction level of limited English proficient (LEP) mothers with the transition process from early intervention programs to preschool special education programs in a culturally and linguistically diverse Illinois public school district. The research focused on understanding if LEP parents of students with disabilities perceived that their own cultural and linguistic diversity affected the overall transition process. It also reviewed the mothers' perceptions about the cultural and linguistic considerations provided to them during the transition process, including the provision of translated materials and interpreters during meetings. The research indicated the level of satisfaction experienced during the transition process in relation parental perceptions about 1) the information received about the transition process, 2) the level of parent and child preparedness and level of parental involvement in the transition as well as 3) the consideration provided to the cultural and linguistic diversity of the families.
"],"dc:identifier":["https://ecommons.luc.edu/luc_diss/43"],"dc:subject":["parent","perception","transition","Special Education and Teaching"],"dc:title":["Limited English Proficient Mothers' Perceptions of the Transition Process From Early Intervention Programs to Preschool Programs: Cultural and Linguistic Barriers"],"thesis:degree_discipline":["School of Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T02:54:59Z"}