MULTICULTURAL TRANSITION IN KANSAS SCHOOLS Volume Two: Analysis of the Qualitative Data from a Survey of Caseworkers with Experience on Transition Teams for CLD Students (original) (raw)
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Journal For Vocational Special Needs Education, 2005
This qualitative study investigated the barriers against and strategies for promoting the involvement of culturally and linguistically diverse (CLD) parents in schoolbased transition planning. Focus groups and interviews were conducted with 31 parents from Native American, African American and Hispanic communities, and 10 professionals who had involvement in transition planning. Coding of the transcripts using established ethnographic and content analysis techniques revealed seven main categories or types of barriers which appear to inhibit or prevent parental involvement in school-based transition planning: (a) power imbalance; (b) psychological or attitudinal; (c) logistic; (d) information; (e) communication; (f) SES and contextual factors; and (g) cultural influences. In the qualitative study, parents and professionals also identified a number of potential strategies for increasing or better supporting parental involvement in transition planning. These strategies included: (a) positive communication between parent and professionals; (b) preparing for transition at an earlier age; (c) information on school-based transition planning; (d) use of a parent advocate; (e) emotional support for parents; and (f) flexibility in meeting formats. The implications of these findings for educational and transition services are discussed.
Secondary Transition of Multicultural Learners: Lessons From the Navajo Native American Experience
Preventing School Failure, 2001
Special educators typically individualize services according to student disability; they should also individualize services according to student culture. Culture influences postsecondary outcomes for students with disabilities . This article identifies 4 barriers to successful transition for Navajo Native American students and suggests strategies for teachers to use to minimize the risks of unsuccessful transition for multicultural students. The article provides information that special educators can use to better individualize their transition services to all students with disabilities.
Designing Transition Programs for Culturally & Linguistically Diverse Students with Disabilities
Multicultural Education, 2012
Debra L. Cote and Vita L. Jones, are professors in the College of Education at California State University, Fullerton, Fullerton, California. Shannon L. Sparks is a professor in the College of Education at the University of Nevada Las Vegas, Las Vegas, Nevada. Patricia A. Aldridge is a professor in the College of Education at Virginia State University, Petersburg, Virginia. ence the transition goals that families emphasize the most. For example, Turnbull and Turnbull (2001) found that families from Western cultures (i.e., Anglo European) valued independence and personal choice while other cultures (e.g., Native American) valued interdependence and cooperation for the good of the group. CLD families (i.e., African American, Hispanic American, Native American) were found to place great emphasis on culture and interdependence when planning for their children’s’ transition programs (Geenen, Powers, & Lopez-Vasquez, 2001). All families were concerned about who would protect and look afte...
Multicultural Aspects of Parent Involvement in Transition Planning
Exceptional Children, 2001
This study surveyed 308 African-American, Hispanic-American, Native-American and European-American parents to assess their level of participation in various transition planning activities and how important each activity was to them. In addition, 52 school professionals completed a parallel survey of their perceptions toward parent participation. Analyses indicate that culturally and linguistically diverse parents are active in the transition process and, in some instances, their level of reported participation surpassed that of European-American parents. In contrast, professionals described culturally and linguistically diverse parents as less involved than European-American parents in the majority of transition activities. The results are discussed in terms of how the participation of culturally and linguistically diverse parents can be better supported and the importance of transition planning extending beyond school to include other life domains.
2013
While transition services provided to the majority of students with disabilities may be seen as beneficial and as having the potential to lead to positive post-school outcomes, involvement and expectations of several students’ families are taking a backseat to the involvement and expectations of professionals in this process. Discrepancies between family and school expectations and desires can only lead to the failure of students’ transition plans. It is increasingly more likely that service providers who develop individual education plans and collaborate on transition planning teams will work with culturally and linguistically diverse students and families. Despite growing diversity in our school systems, many legal mandates and transition components are based on European-American cultural beliefs regarding disability, optimal post-school outcomes, and how best to achieve these outcomes. These beliefs about disability and post-school outcomes are not necessarily shared by all cultu...
Intellectual and Developmental Disabilities, 2018
The increasingly diverse population in the United States calls for schools to address the breadth of cultural histories students bring with them to the classroom. High school students with disabilities are also diverse in terms of cultural histories, race, ethnicities, religions, and citizenship. These factors intersect as families engage in planning for the transition to adulthood. A requisite for culturally diverse families with young adults who receive services under the educational category of intellectual disability (ID) are school professionals who can meaningfully collaborate. This review of literature from peer-reviewed journals seeks to understand if culturally responsive practices are utilized with culturally and linguistically diverse (CLD) families during transition planning. This review also explored whether culturally sustaining practices strengthen partnerships between teachers and CLD families and adolescents with disabilities, including those with ID. Implications are associated with how teachers can perceive diversity from a strengths perspective as a vital component of transition planning.