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There's a problem loading this menu right now. Get fast, free shipping with Amazon Prime. Your recently viewed items and featured recommendations. View or edit your browsing history. Get to Know Us. Family-to-family networks allow for the creation, acquisition, and use of capital during transition into adulthood thereby providing sociocultural information regarding services for youth with disabilities.
Two such examples considered best practices in transition planning are person-centered planning and student lead IEPs. Adoption of a person-family interdependent approach to transition planning with CLD families can be facilitated by making culturally relevant adaptations in the transition assessment and transition goal setting processes.
Special educational needs transition from school to further learning - final report
Although these two components of transition planning are not the only ones that should be adapted, they do represent adaptations that can easily be implement by transition professionals who practice the person-family interdependent approach. A discussion of these two recommended adaptations is presented next. Transition assessment is a key mandate contained in the transition requirements of IDEA In fact, only one study has been published on this topic since transition planning was first mandated by federal legislation in In this review, Dais asserted that minorities suffer as a result of traditional assessment practices which have proven to be inaccurate and inconsistent, yet continue to be used in prediction, decision-making, and inferences about student performance and lifelong success.
Transition professionals need to be cognizant of the limited information and resources available for conducting culturally relevant transition assessments with CLD youth with disabilities. There are a number of recommendations that school transition personnel should consider when selecting, administering, and interpreting transition assessments for this unique population of individuals with disabilities.
Conduct a review of all available historical and background information about the CLD student and their family to facilitate the selection of appropriate transition assessment instruments and the interpretation of assessment results.
For example, the Self-Determination Scale Wolman et al. They offer advice and encouragement. Involve multiple individuals in the transition assessment process. It is not uncommon for professionals to use information from a single transition assessment administered only to the young adult with a disability, perhaps due to time constraints. It is equally important to consider transition assessment adaptations that reflect the sociocultural and linguistic backgrounds of the family.
For example, when working with CLD families that are organized hierarchically, transition professionals should identify and engage the designated or assumed decision maker in the family during the transition assessment process. One key component of the transition planning process is goal setting. Moreover, disparities in transition goals have been identified across different ethnic groups. Trainor b found that transition goals designating post-secondary education participation were included with higher frequency on the ITPs of Caucasian Americans compared to the ITPs of their African American and Latino peers.
Ministry of Education Special Education Update
This disparity in ITP goals may be partially explained by lower expectations in school professionals of minority youth with disabilities. Evidence shows, however, that such lower expectations are rarely shared by many CLD families. For this reason, it is incumbent upon transition professionals to align their expectations more closely with those of CLD families, particularly in instances where the families embrace such high expectations for their children.
Empirical literature suggests that many CLD families play a significant role in helping young adults choose career pathways. For instance, many immigrant families have perceptions about which occupations will more effectively ensure long term economic family security and strongly encourage pursuit of these occupational careers by younger family members Castelino, Scholars addressing transition outcomes of CLD youth with disabilities have argued that existing knowledge in special education has yet to assemble robust evidence-based practices to address the strengths and needs of this unique population in U.
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In fact, there are some commonalities between these two distinct approaches to transition planning. Moreover, both strategies represent decentralized consumer-based planning designed to shift the philosophical and practical responsibility for planning transition services from human service professionals to people with disabilities and their families. However, the two planning methods differ in important ways. Family-centered plans, on the other hand, encourage planners to pursue transition goals within parameters set by the family and encourage family interdependence.
Within each of these strategies, there is an opportunity for the inclusion of values shared by both mainstream and non-mainstream communities. We recommend that transition service providers move toward an interdependent model that merges the two approaches so as to create more culturally responsive transition practices. We believe that adoption of this approach will lead to better post school outcomes for CLD youth with disabilities in the future and greater satisfaction with the transition planning process within their families.
A second recommendation is that empirical data be gathered on the use of culturally responsive transition practices to determine the validity of their effectiveness for improving the transition planning process for CLD youth with disabilities and their families. To date, empirical-based studies of this nature are lacking in the field, a situation which deserves greater attention by scholars interested in improving the practice of culturally responsive transition planning.
A report on multicultural boomers coping with family and aging issues. Enhancing the involvement of rehabilitation counselors in the transition process. Career Development for Exceptional Individuals, 25, — Justifying and explaining disproportionality,: A critique of underlying views of culture.
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Culturally sensitive collaboration within person-centered planning. Focus on Autism and Other Developmental Disabilities, 18 1 , 60— Journal of Applied Research in Intellectual Disabilities, 23, — Diverse learners with exceptionalities: Culturally responsive teaching in the inclusive classroom. Culture-related strengths among Latin American families: A case study of Brazil. Marriage and Family Review, 41, — Hispanic children and youth in the United States: Self-determination skills and opportunities of adolescents with severe disabilities.
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CASE makers, 1, 6, 1—4. Multicultural aspects of parent involvement in transition planning. Exceptional Children, 67, — Most of the subjects were White and middle class: American Psychologist, 47, — Effects of interventions, considerations for CLD students. Career Development for Exceptional Individuals, 34, — Pacific Islanders in the United States Census The posture of cultural reciprocity: A practical approach to collaborative relationships with families from culturally diverse backgrounds. A gateway to improving vocational rehabilitation services for culturally diverse people, with disabilities.
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Journal of Pediatric Psychology, 24, 41—
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