Greene cultural diversity and disabilities.pdf
The Brookes Transition to Adulthood Series
TRANSITION PLANNING FOR Culturally and Linguistically Diverse Youth
by Gary Greene, Ph.D.
Contents
- Challenges Faced by Culturally and Linguistically Diverse Families and Youth with Disabilities During the Transition Years
- What Is Meant by the Terms Cultural Diversity and Cultural and Linguistic Diversity?
- What Are the Effects of Low Socioeconomic Status and Poverty on the Transition Experiences of CLD Youth with Disabilities?
- What Are the Experiences of CLD Families of Youth with Disabilities in the Transition Planning Process?
- Culturally Responsive Transition Planning and Recommended Practices
- What Are the Key Elements and Skills Involved in Culturally Responsive Collaboration in Special Education?
- 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?
- 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?
- What Are Examples of Quality, Culturally Responsive ITPs and SOPs?
- 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?
- 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., is a professor at California State University, Long Beach. He trains public school teachers in special education and works with the U.S. Department of State's Overseas Schools.
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”
—D. Leake and R. Boone (2007, p. 111)
The challenges faced by culturally and linguistically diverse (CLD) families of youth with disabilities during the transition years are complex. Many individuals with disabilities struggle to achieve a quality adult life, evidenced by transition studies showing that many youth lag behind their peers without disabilities in terms of employment and education outcomes.
Transition Outcomes
| Transition Outcome | Whites | African Americans | Hispanics |
|---|---|---|---|
| Competitive Employment (%) | 89% | 67% | 39.9% |
| Earnings > $6/hour | 16.4% | 41.5% | 34.4% |
| Postsecondary School Attendance | 24.7% | 21.0% | - |
| Independent Living | 14.2% | 13.7% | - |
Legal Requirements on Transition Planning
- Employment: Many fast-food restaurants are willing to hire students with moderate to severe disabilities.
- Community College: Some parents hope their children can attend community college, though concerns about readiness are common among educators.
Implications for Practice
- Get to know a family’s cultural background and beliefs when planning transition goals for their child.
- Listen to and respect parents’ perspectives about their child with a disability.
- Encourage parents to share their hopes and dreams for their child’s future, ensuring that those are integrated into transition goals.