A Journey, Not a Destination: Developing Cultural Competence in Secondary Transition

Autor/inn/en	Povenmire-Kirk, Tiana Cadye; Bethune, Lauren K.; Alverson, Charlotte Y.; Kahn, Laurie Gutmann
Titel	A Journey, Not a Destination: Developing Cultural Competence in Secondary Transition
Quelle	In: TEACHING Exceptional Children, 47 (2015) 6, S.319-328 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059915587679
Schlagwörter	Cultural Awareness; Best Practices; Cultural Differences; English (Second Language); Second Language Learning; Special Education; Transitional Programs; Cultural Influences; Teacher Education; Cultural Pluralism; Culturally Relevant Education; Teaching Methods; Culture Conflict; Teacher Competencies; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Special needs education; Sonderpädagogik; Sonderschulwesen; Cultural influence; Kultureinfluss; Lehrerausbildung; Lehrerbildung; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Kulturkonflikt; Lehrkunst; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	"Cultural competence" is more than a buzzword; it is a best practice for transition educators who work with culturally and linguistically diverse (CLD) students in special education. Developing cultural competence is easier said than done, and many educators don't know where to start. Knowing the history and definitions of cultural competence, understanding what it is and what it is not, and being able to identify examples of cultural competence in common interactions with students and families can help educators develop cultural competence and improve the services for CLD students in special education. Preparing students to obtain and maintain employment, or enroll in further education opportunities beyond high school, requires special educators and transition specialists to be mindful of how their culture influences options and opportunities they offer to students with disabilities and their families. In transition, educators and practitioners are working with students and families to plan for the students' future lives. In order to increase the likelihood of success, these plans must be culturally appropriate and meaningful. This article contains a list of recommendations from the fields of cultural competence, special education, transition, and multicultural teacher education. These recommendations are intended to help special education and transition educators develop cultural competence and provide culturally responsive and appropriate practices when working with their CLD students with disabilities. (ERIC).
Anmerkungen	SAGE Publications. 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