Abstract. BACKGROUND:The persistent patterns of unsatisfactory transition experiences and adult outcomes of culturally and linguistically diverse (CLD) youth with disabilities are well documented in existing transition literature. The consequences of these circumstances for this unique population of individuals with disabilities are long term and far reaching, both individually and collectively. Unfortunately, despite many years of transition outcomes research, there is a dearth of literature on effective empirically-based culturally reciprocal transition practices. OBJECTIVE: In this conceptual article, we provide a framework for thinking about how to best plan for and facilitate positive transition outcomes for CLD youth with disabilities who come from families whose value systems differ from those of mainstream American society. Specifically we present a person-family interdependent approach to transition that emphasizes family empowerment, sustainability of transition services, and adaptations to the transition planning process. CONCLUSION: In contrast and in comparison to the more traditional approach to transition that is currently practiced in American public schools, we believe that this person-family interdependent approach, if adopted, may result in better long term transition outcomes for CLD youth with disabilities as well as greater satisfaction of their families with the transition planning process.
Post-school outcomes of students with disabilities continue to differ significantly from those of their peers without disabilities, in spite of federal special education regulations to address transition issues in IEPs. Transition-related research has identified practices associated with improving post-school outcomes. Yet, implementation of such practices and compliance with federal regulations remains somewhat sporadic. To improve implementation, we suggest strategies for improving transition-related teacher competencies through special education teacher education programs. This paper describes (a) approaches for including transition-related content; (b) transition-related teacher competencies; (c) components of teacher education curricula for targeting competency development; and (d) specific readings, class activities, and assignments for infusing transition-related content. Suggestions for future research are also offered.
Youth with disabilities who come from culturally and linguistically diverse (CLD) backgrounds have markedly poorer adult life transition outcomes compared to White youth with disabilities. This article explores the literature on transition outcomes of youth with disabilities who are White, Hispanic, and African American and argues that high numbers of CLD youth with disabilities are likely to be on the caseloads of transition services personnel now and in the future. Statistics from the U.S Census bureau are cited to substantiate this argument. Transition literature discussing challenges faced by CLD families and youth with disabilities is reviewed, along with practical and useful suggestions on how to engage in more culturally responsive transition assessment, planning, and educational programming with this unique population.
Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain subpopulations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer transition outcomes of CLD youth with disabilities compared with their White peers with disabilities and identify 11 research-based practices (RBPs) for supporting CLD youth with disabilities and their families during the transition planning process. A study is subsequently described involving the development and implementation of a survey measuring the degree to which these 11 RBPs are being implemented in public school districts. The survey was administered during 2011 to 2016 to interdisciplinary transition teams representing more than 90 school districts in the United States who were attending state capacity-building transition services training institutes. Group consensus was sought on the 11 items appearing on the survey. Results from the study found that most school districts were not implementing any of the RBPs to any significant degree, school staff were in need of cultural competence professional development training, CLD families of transition-aged youth with disabilities lacked access to quality resources and supports, and CLD youth with disabilities lacked opportunities to strengthen their self-determination skills. Implications for practice and future research on this topic is presented and discussed.
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