Abstract
Families play a critical role in the education and service provision of Autistic students. However, much of the existing research on family involvement and expectations has centered on families of younger Autistic children and has disproportionately reflected the experiences of White families, even though Latinx families may include individuals of any racial background. Furthermore, while there is growing transition literature focused on families of color, Latinx families—particularly those with Spanish-speaking caregivers—remain underrepresented in studies examining the postsecondary transition. There is a critical need for research that captures Latinx caregivers’ perspectives on navigating the transition process and identifies how educators can lessen family burden through culturally responsive practices. Thus, the purpose of this qualitative study was to document the experiences of four Latina mothers of Autistic youth to share their concerns, worries, fears, and aspirations for their children as they undergo the transition out of high school. Our findings revealed that: (1) mothers have a level of uncertainty and fear through the transition process but support their child by providing opportunities to build independence in the home; (2) there are multiple barriers to the transition process for Spanish-speaking families (e.g., language barriers and lack of information/knowledge); and (3) access to trainings and information can better facilitate family involvement in the transition process. Based on our findings, we provide recommendations for teachers and implications for future research in this area.
Plain Language Summary
Families are crucial in helping Autistic students with their education and services. Many studies on family involvement have looked at White families with younger kids. So, we know little about how Latinx families help their children after high school. Also, we do not know how teachers can support them while respecting their culture. This study looks at four Latina mothers. They all have Autistic children who are about to finish high school. We found three main points: (1) these mothers worry about the future—still, they support their kids in becoming independent at home: (2) Spanish-speaking families face challenges, like language barriers and limited information—training programs can help them get more involved; and (3) Families want to know about services and options for their kids after high school. Based on what we learned, we offer advice for teachers and researchers.
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Recommended Citation
Rios, Kristina Dr.; Brendli Brown, Katherine R.; Kieper, Genna; Velasquez, Cynthia; and Brown Ruiz, Amber
(2026)
"Preparando para Su Edad y Su Futuro: Latina Mothers’ Perspectives of Navigating Postsecondary Transition for Autistic Youth,"
Developmental Disabilities Network Journal: Vol. 5:
Iss.
2, Article 10.
DOI: 10.59620/2694-1104.1114
Available at:
https://digitalcommons.usu.edu/ddnj/vol5/iss2/10
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Disability and Equity in Education Commons, Personality and Social Contexts Commons
