Career Development Policy Strategies for Supporting Transition of Students with Special Educational Needs and Disabilities

Cultural Distance, Classroom Silence and Culturally Responsive and Inclusive Education: Evidences from Migrant College Students in Shanghai

“…However, a new understanding of silence in particular communities, such as those with additional needs or high-risk youth during their transition, has become the focus of more recent research [ 10 , 14 , 27 , 55 , 75 ]. Traditional teaching strategies emphasize a fixed teacher–student relationship in which the teacher is the speaker and provides standardized knowledge and tests, while the student is the listener and receives knowledge.…”

“…The impact of classroom silence on the productivity of students is dependent on environmental, capability, and cultural difference across student groups. In particular, for those students without access to adequate support and resources, students in particular cultural groups will experience numerous transitions of education and career development throughout their lifespan [ 10 ]. Since the works of Philips [ 11 ] and Banks [ 12 ], more and more attention has been paid to the classroom silence of migrant students from foreign countries and, in particular, cultural groups such as American Indian students, African American students, Japanese American students, and Chinese American girls [ 5 , 13 , 14 ].…”

“…The silence of marginal groups of students in classrooms, such as migrant students and cultural minority students, may reflect more transitional unreadiness based on cultural distance and social exclusion. These transitions can result in students exiting education and training programs, unemployment, and mental as well as physical health challenges [ 10 , 27 ]. Migrant students might be reflective, or they may take more time to understand the language with cultural contexture and to put together a response.…”

“…Finally, Au and Mason [ 42 ], Erickson and Mohatt [ 43 ], Philips [ 11 ], Solberg et al [ 10 ], and Park et al [ 27 ] addressed the teacher’s role in creating a culturally responsive and inclusive environment and providing opportunities for migrant students to talk and interact in the classroom. Teachers need to design the participation structures based on cultural differences so that the classroom can become more culturally responsive and inclusive.…”

“…They either have no experience in taking advantage of existing opportunities in the classroom. This is particularly important for their teachers to reconsider practices and language in ways that are more inclusive and responsive to their cultural background and prior living experiences [ 10 , 27 ]. We found that the positive effect of CRIE on migrant students’ learning performance was dominant, even though its effectiveness was also actually dependent on the different channels and mechanism of cultural distance and classroom silence.…”