Guiding Questions for a Culturally Responsive Framework During Preemployment Transition Services

Ruiz, Amber Brown; Scott, LaRon A.

doi:10.1177/0040059920982312

Cited by 9 publications

(3 citation statements)

References 25 publications

(35 reference statements)

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“…Collaboration to deliver Pre-ETS instruction should not be limited to schools and VR. It should also include communication with students and families, especially if cultural or institutional barriers to employment are to be overcome (Ruiz & Scott, 2021). For this study, communication with students' families was built into the research design.…”

Section: Discussionmentioning

confidence: 99%

Preliminary data from effects of knowledge translation methods on VR counselors providing pre-ETS to youth with significant disabilities: A brief report

Lau

McKelvey

2023

JVR

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BACKGROUND: Passage of the Workforce Innovation and Opportunity Act (WIOA) of 2014 placed an emphasis on increasing student education and preparation for employment for students as young as 14. When Virginia Commonwealth University (VCU) was awarded a grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) to establish a Rehabilitation and Research Training Center (RRTC) on employment for transition-age youth with disabilities, one of the studies focused on knowledge translation methods to develop and deliver a toolkit to assist VR counselors (and others) providing pre-employment transition services (Pre-ETS) to students 14 to 16 years of age with significant disabilities. OBJECTIVE: The purpose of this practice brief is to share preliminary findings from Phase 1 and Phase 2 of VCU-RRTC on Employment of Transition-Age Youth with Disabilities’ study, Effects of Knowledge Translation Methods on Vocational Rehabilitation Counselors Providing Pre-ETS to Youth with Significant Disabilities 14–16 years of age. METHOD: To prepare this practice brief, program staff conducted a thematic analysis of interview findings from Phase 1 and reviewed program materials from Phase 2 to identify preliminary observations. Program materials included instructor case notes, student reports, student pre- and post-tests, interviews with families, vocational rehabilitation counselors, and school staff after instruction. RESULTS: From Phase 1, VR counselors, educators, and families desired early exposure to career exploration and felt that interest-driven experiences and education was generally lacking. From Phase 2, it was observed that lesson content needed to be relevant and engaging to younger students, who often had a very abstract understanding of work and limited self-awareness about career interests and personal interests and strengths. CONCLUSION: Preliminary findings from Phase 1 and Phase 2 of the study underscore the desire and need to increase collaboration between educators, vocational rehabilitation counselors, and families. Observations from Phase 2 demonstrate the value of Pre-ETS instruction to younger students with significant disabilities, and how increased collaboration can prepare students for employment through early career exploration, workplace readiness skills, and community based work experiences.

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Section: Discussionmentioning

confidence: 99%

Preliminary data from effects of knowledge translation methods on VR counselors providing pre-ETS to youth with significant disabilities: A brief report

Lau

McKelvey

2023

JVR

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“…In addition, Annamma and Morrison (2018) emphasize the need to move beyond pure reflection and engage in critical action to disrupt and change racist and ableist narratives. However, despite the ongoing call to reexamine transition-related policies and practices (e.g., Trainor et al, 2008Trainor et al, , 2020, there continues to be a lack of funding, laws, policies, and resources that can support guidance for special educators on how to implement culturally responsive and anti-racist practices (Brown Ruiz & Scott, 2021;Landmark et al, 2020). We believe that special education teacher preparation programs and school administrators are well positioned to provide the needed guidance and administrative support to foster critical consciousness on the special educator and the student levels, and that adequate funding, laws, policies, and resources can further support this work.…”

Section: Critical Consciousnessmentioning

confidence: 99%

“…Scholars like Ladson-Billings (2022) have emphasized the important role of schools and educators in supporting students' critical consciousness development. However, while secondary special educators may be motivated to learn about culturally responsive practices such as critical consciousness, they often lack institutional, policy, and funding support needed to learn about and implement these practices (Brown Ruiz & Scott, 2021;Landmark et al, 2020).…”

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confidence: 99%

Pulling the Lever: Supporting Critical Consciousness in Secondary Special Education and Transition

Sheftel,

Poppen,

Brown Ruiz

2023

Career Development and Transition for Exceptional Individuals

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Youth with disabilities encounter multiple systemic barriers to post-school success, including racism and discrimination. Critical consciousness is the foundation of culturally responsive and anti-racist work and supports self-determination and vocational outcomes expectations among marginalized youth. While secondary special educators are interested in learning more about culturally responsive practices such as critical consciousness, they lack institutional support and resources to implement these practices. In this article, we present an ecologically based conceptual framework of Critical Consciousness in Secondary Special Education and Transition (CCSSET) to demonstrate how special education teacher preparation programs and school administrators can leverage funding, laws, policies, and resources to support critical consciousness among teachers and students. Implications for research and practice are discussed.

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Journey into Adulthood: Understanding the Changing Landscape of Transition Planning

Davis

Lee

2023

The Clearing House: A Journal of Educational Strategies, Issues

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Guiding Questions for a Culturally Responsive Framework During Preemployment Transition Services

Cited by 9 publications

References 25 publications

Preliminary data from effects of knowledge translation methods on VR counselors providing pre-ETS to youth with significant disabilities: A brief report

Preliminary data from effects of knowledge translation methods on VR counselors providing pre-ETS to youth with significant disabilities: A brief report

Pulling the Lever: Supporting Critical Consciousness in Secondary Special Education and Transition

Journey into Adulthood: Understanding the Changing Landscape of Transition Planning

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