Limited English Proficient Mothers' Perceptions of the Transition Process From Early Intervention Programs to Preschool Programs: Cultural and Linguistic Barriers

<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>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

School of Education

Year dc:date.available

2011

Author dc:creator

• Arresola, Celia

• parent
• perception
• transition
• Special Education and Teaching

Repository record dc:identifier

https://ecommons.luc.edu/luc_diss/43

OAI identifier oai:identifier

oai:ecommons.luc.edu:luc_diss-1042