Designing Transition Programs for Culturally & Linguistically Diverse Students with Disabilities

Autor/inn/en	Cote, Debra L.; Jones, Vita L.; Sparks, Shannon L.; Aldridge, Patricia A.
Titel	Designing Transition Programs for Culturally & Linguistically Diverse Students with Disabilities
Quelle	In: Multicultural Education, 20 (2012) 1, S.51-55 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Transitional Programs; Program Development; Disabilities; Student Diversity; Ethnic Diversity; Cultural Differences; Family Involvement; Surveys; Cultural Awareness; Cultural Influences; Skill Development; Student Participation; Family School Relationship; High School Students + Suchen Sie Ihr Suchwort? Programmplanung; Handicap; Behinderung; Kultureller Unterschied; Survey; Umfrage; Befragung; Cultural identity; Kulturelle Identität; Cultural influence; Kultureinfluss; Kompetenzentwicklung; Qualifikationsentwicklung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Parents from culturally diverse backgrounds need to feel that they play a vital role in the future success of their sons or daughters with disabilities. Differences in culture and ethnicity can affect families' involvement in transition planning and the goals that they emphasize for their children. Families of diverse backgrounds were surveyed and shown to be concerned with their sons' and daughters' transitions into the community (Pruchno & Patrick, 1999). Differences in culture can influence the transition goals that families emphasize the most. Professionals can use the following steps to involve culturally and linguistically diverse (CLD) families and students in successful transition planning: (1) Enrich families' Lives; (2) Demonstrate cultural competence; (3) Support family values; and (4 ) Promote a family-centered approach. Students with disabilities are often faced with leaving the classroom and entering the adult world unprepared (Frank & Sitlington, 2000; Wehman, 2006). In compliance with the Individuals with Disabilities Education Act (IDEA), professionals must teach students the essential skills necessary for a successful transition into adulthood. Transition planning plays a fundamental role in the future successes of CLD families and students. it is incumbent on professionals to provide CLD families with the appropriate supports to facilitate students' successful transitions in to post-secondary life. Incorporation of these steps and strategies by professionals and families collectively increase the likelihood of gratifying transition planning experiences for CLD students with disabilities. (Contains 2 tables and 1 figure.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10