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The key to adult success for students with disabilities is effective transition planning that includes self-determination instruction. Usually, transition programming reflects post-secondary outcomes valued by European Americans. Yet, parents and students who are culturally and linguistically diverse (CLD) may value different post-secondary outcomes. The purpose of this article is to review the research literature to investigate the impact of cultural and linguistic diversity on skills and perceptions of self-determination to inform future research and practice.

Impact of Cultural and Linguistic Diversity on Self-Determination Skills and Perceptions