The Brookes Transition to Adulthood Series

Transition Planning for Culturally and Linguistically Diverse Youth

by Gary Greene, Ph.D.

1. Challenges Faced by Culturally and Linguistically Diverse Families and Youth with Disabilities During the Transition Years

The “main dream”…seemed to reflect the “American dream” [which was to have] “a good family, be successful, have a job I like, a nice house, be happy with what I’m doing. Someone I love there, a couple of kids. Have freedom, freedom to do everything I want to do, like travel a lot.”
—D. Leake and R. Boone (2007, p. 111)

The opening quote from a youth with a disability comes from an article by Leake and Boone (2007), who studied multicultural perspectives on self-determination in youth with disabilities, their parents, and their teachers. It appropriately summarizes how many people living in the United States define a quality adult life:

1. Access to affordable housing in a safe neighborhood;
2. Quality schools that provide a good education;
3. Employment opportunities that offer a decent hourly wage or salary, along with benefits and the opportunity for career advancement;
4. Access to quality healthcare;
5. Close family, friends, and social and interpersonal networks;
6. Easy access to one’s community;
7. Enjoyable recreation and leisure activities.

Unfortunately for individuals with disabilities, particularly those who are culturally and linguistically diverse (CLD), achieving a quality adult life can be very challenging. Evidence for this exists in early follow-up transition studies that found that large numbers of students with disabilities who exited public schools did not successfully make the transition to a quality adult life. Many of these individuals were leading segregated, nonproductive lives; were not actively engaged in daily activities; and lacked equal opportunity for employment (Edgar, 1991; Halloran, 1993; Hasazi, Gordon, & Roe, 1985). The National Longitudinal Transition Studies (NLTS-1 and NLTS-2) found that, compared with their peers without disabilities, youth with disabilities continued to lag behind in terms of indicators of a quality adult life (Blackorby & Wagner, 1996; NLTS-2, 2005). This is particularly true for CLD youth with disabilities.

Transition Outcome Data

Table 1.2. National Longitudinal Transition Study–2 Data on Transition Outcomes of Minority and Nonminority Youth with Disabilities

The chapter reviews the transition literature on the challenges faced by CLD families of youth with disabilities during the transition years and the transition planning process.

2. Culturally Responsive Transition Planning and Recommended Practices

Key Elements and Skills in Culturally Responsive Collaboration

What are recommended practices in culturally responsive transition planning with CLD families of youth with disabilities, and what do these look like in public schools?

3. Individualized Transition Plans and Summary of Functional Performance for Culturally and Linguistically Diverse Family Examples

What is the rationale for writing ITPs and SOPs for youth with disabilities? How can special education and transition personnel conduct transitions assessments to obtain information needed for writing culturally responsive ITPs and SOPs? What are the legal requirements? What types of transition programs and services are available in high school and beyond that meet the needs of CLD families and youth with disabilities?

4. The Role of Teacher Leadership in Promoting Organizational Change and Successful Transition for CLD Youth with Disabilities

What is the definition and characteristics of teacher leadership? How can teacher leadership be promoted in public schools? What strategies can be used by teacher leadership to promote organizational change in their schools or districts?

5. Epilogue: What Do We Know, What Have We Learned, and Where Do We Go from Here to Help CLD Families and Youth with Disabilities in the Transition Process

What do we know about the transition experiences of CLD families and youth with disabilities? Where do we go from here?

About the Author

Gary Greene, Ph.D., Professor, California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, California 90840

Dr. Greene is a tenured full professor of special education at California State University, Long Beach, where he trains public school special education teachers in how to accommodate youth with special needs in general and special education classrooms. He also works as a special education consultant for the U.S. Department of State, Division of Overseas Schools. Dr. Greene has traveled extensively throughout the world conducting international school site reviews, as well as special education teacher and parent trainings. He has a strong background in teaching youth with disabilities, having worked as a resource specialist for 10 years in the public schools with children with learning disabilities.