District Implementation of Research-Based Practices for Transition Planning with Culturally and Linguistically Diverse Youth with Disabilities and Their Families

Autor/inn/en	Gothberg, June E.; Greene, Gary; Kohler, Paula D.
Titel	District Implementation of Research-Based Practices for Transition Planning with Culturally and Linguistically Diverse Youth with Disabilities and Their Families
Quelle	In: Career Development and Transition for Exceptional Individuals, 42 (2019) 2, S.77-86 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143418762794
Schlagwörter	Evidence Based Practice; Best Practices; Transitional Programs; Planning; Student Diversity; Cultural Differences; Language Usage; Disabilities; Student Needs; Teamwork; Program Effectiveness; Barriers; Parent Participation; School Personnel; Cultural Awareness; Compliance (Legal); Educational Legislation; Federal Legislation; Equal Education; Translation; Family Involvement; Training; Knowledge Level; Self Determination; Illinois; Georgia; Michigan; Oregon; Utah; Northern Mariana Islands + Suchen Sie Ihr Suchwort? Ablaufplanung; Planungsprozess; Kultureller Unterschied; Sprachgebrauch; Handicap; Behinderung; Elternmitwirkung; Schulpersonal; Cultural identity; Kulturelle Identität; Bildungsrecht; Schulgesetz; Bundesrecht; Ausbildung; Wissensbasis; Selbstbestimmung
Abstract	Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain subpopulations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer transition outcomes of CLD youth with disabilities compared with their White peers with disabilities and identify 11 research-based practices (RBPs) for supporting CLD youth with disabilities and their families during the transition planning process. A study is subsequently described involving the development and implementation of a survey measuring the degree to which these 11 RBPs are being implemented in public school districts. The survey was administered during 2011 to 2016 to interdisciplinary transition teams representing more than 90 school districts in the United States who were attending state capacity-building transition services training institutes. Group consensus was sought on the 11 items appearing on the survey. Results from the study found that most school districts were not implementing any of the RBPs to any significant degree, school staff were in need of cultural competence professional development training, CLD families of transition-aged youth with disabilities lacked access to quality resources and supports, and CLD youth with disabilities lacked opportunities to strengthen their self-determination skills. Implications for practice and future research on this topic is presented and discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01