Transition Planning Involving Culturally and Linguistically Diverse Families

Abstract

Family involvement in the transition process has been recognized as a crucial indicator of successful transition planning. Many parents, however, take a passive role in their child's Individualized Education Program (IEP) transition meeting. Moreover, despite the clear mandate of the Individuals with Disabilities Education Act (IDEA), parents from culturally and linguistically diverse backgrounds are even less involved. This article explores the current status of parent involvement in transition planning for families from diverse backgrounds. It examines the barriers placed on such parents and recommends strategies to enhance the partnerships between parents and school programs during the transition period.

A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

“…If school systems still struggle in determining how to serve CLD students with high incidence disabilities then the question must be asked: How do we best serve CLD students with low incidence disabilities (i.e., moderate or severe ID)? CLD students with moderate or severe ID have faced many of the same issues as their nondisabled CLD peers (e.g., academic difficulties, postsecondary transition opportunities, language barriers); however, due to the nature of their disability, access to the general curriculum, appropriate services (e.g., translators), appropriate materials, and meaningful collaboration between families and educators may be more problematic (Kim & Morningstar, 2005;Mueller, Milian, & Lopez, 2009;Mueller, Singer, & Carranza, 2006;Spooner, Rivera, Browder, Baker, & Salas, 2009). What is equally worrisome is the lack of proper training faced by educators of CLD students with moderate or severe ID.…”

“…Compared to mainstream cultures that highly value independence and self-determination, as previously mentioned, educators might find themselves at odds with the cultural beliefs of CLD families who may instead value family contributions and a team vs. I approach (Kim & Morningstar, 2005;Turnbull, Turnbull, Ewrin, Soodak, & Shogren, 2015). Because of varying cultural beliefs, educators should approach postsecondary education opportunities in ways that not only affect the student but the family as well.…”

“…Kim and Morningstar (2005) identified four concerns that CLD families have during IEP and transition planning: (a) professional attitudes, (b) diversity concerns, (c) contextual barriers, and (c) bureaucratic barriers. The researchers noted that lack of communication could lead to mistrust and feelings of isolation.…”

Development of Mobile Skill Teaching Software for Parents of Individuals with Intellectual Disability

“…As a result of this situation, the depression and anxiety levels of the parents of children with intellectual disability are higher than those of the parents of children without any disability (Benson, 2006;Schwichtenberg & Poehlmann, 2007;Sharpley, 1997;Baker-Ericzén, Brookman-Frazee, & Stahmer, 2005). In this context, support for parents and parent participation in the education of individuals with intellectual disability remain to be an important issue in literature (Cloth, 2006;Kim & Morningstar, 2005;Vaden-Kiernan & McManus, 2005). Also, parents can help and support special education teachers because they know their children better than anyone in the way of strengths and weaknesses, likes and dislikes, troubles and needs.…”

Citizenship and Self-Determination for Individuals with Cognitive Disabilities: The Interdependence of Social Studies and Special Education

“…In addition, rates of employment and wages continue to be lower. The lack of cultural competence-defined as the ability to recognize backgrounds, traditions, and values-creates cross-cultural dissonance, further exacerbated by ineffective instruction and resulting in fewer positive outcomes and decreased participation by individuals from culturally and linguistically diverse backgrounds (Ford, 2004;Ford & Daviso, in press;Geenen, Powers, & Lopez-Vasquez, 2001;Kim & Morningstar, 2005).…”