Post High School Outcomes of
Culturally and Linguistically
Diverse Students with Visual
Impairments
Paula Conroy, Ed.D.
University of Northern Colorado
Paula.conroy@unco.edu
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Culturally and linguistically diverse students
who have a visual impairment (CLD/VI) can
cause challenges for teachers in schools in the
United States who seek to prepare their students
for the world after high school. Traditionally, students in U.S. schools complete an academic core
that prepares them for independence in postschool life. American culture generally values independence as a measure of success. This may
or may not be in alignment with how students and
families from diverse backgrounds who have immigrated to the United States view success.
Therefore, this study was conducted to investigate the experiences of young adult CLD/VI
learners who graduated from the U.S. educational
system. Identification of significant factors and
supports that resulted in positive outcomes will
help teachers promote positive outcomes after
school is over and these CLD/VI students face
adulthood.
Methods
Qualitative interviews were used to probe
into the experiences of ten CLD/VI students in
U.S. schools and how well they were prepared for
skills they needed as young adults. Participants
ranged in age from 19 to 23 years (mean age of
21) and had been in the United States for nine to
16 years (mean=12.6). All of the participants
graduated from high school within five years of
this study and received services from a teacher of
