Transition Planning: Knowledge and Preferences of Latinx Families of Youth With Intellectual and Developmental Disabilities.

Aleman-Tovar et al. (2022) talked with Latinx parents of teens who have intellectual or developmental disabilities.

The team asked open questions about what the parents know and how they want to receive transition help.

Parents shared stories in their own words; no tests or packets were used.

Families want help that centers on real school services and adult-day programs.

They prefer live talks or online meetings, not paper handouts.

One mom said, "A flyer in my mailbox tells me nothing; I need a person."

Whaling et al. (2025) surveyed Latino and White families and found Latino parents know fewer service facts and feel less power in the system. Janeth’s study adds the "why": parents want live guidance, not silent brochures.

Mirzaian et al. (2025) asked 277 stakeholders what blocks transition; community groups named stigma while parents named lack of invites. The Latinx parents in Janeth echo the same invite-and-explain gap.

Almalki et al. (2021) asked Saudi teachers why parents skip meetings; teachers blamed time and school silence. Janeth flips the lens: parents blame the same silence, showing cross-country agreement.

Stop mailing home thick transition packets no one reads. Offer a short Zoom in Spanish that walks families through the adult-services list and shows where to sign up. One live demo beats a stack of paper every time.