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ERIC Number: ED484255
Record Type: Non-Journal
Publication Date: 2004-Feb
Pages: 4
Abstractor: ERIC
Reference Count: 6
ISBN: N/A
ISSN: N/A
Addressing the Needs of Culturally and Linguistically Diverse Students with Disabilities in Postsecondary Education. Information Brief. Volume 3, Issue 1.
Leake, David; Cholymay, Margarita
National Center on Secondary Education and Transition, University of Minnesota (NCSET)
Persons with disabilities usually must overcome a variety of challenges not faced by their peers without disabilities in order to gain entry to and succeed in postsecondary education. These challenges are likely to be especially difficult for persons with disabilities of culturally and linguistically diverse (CLD) heritage. Compared to non-CLD students with disabilities, CLD students with disabilities are more likely to face language and social barriers, the negative effects of having grown up in poverty, and difficulty processing ?standard English? oral and written information, all of which may contribute to their risk of school failure (Greene & Nefsky, 1999). It has also been argued that persons with disabilities comprise a minority group whose members, like members of other minorities, are often stereotyped and subjected to negative perceptions and low expectations. From this perspective, many CLD persons with disabilities face a double burden of discrimination (Fine & Asch, 1988). In view of the multiple challenges faced by many CLD persons with disabilities, it is not surprising that the initial National Longitudinal Transition Study found that, com-pared to non-CLD persons with disabilities, they achieve significantly poorer transition outcomes, including lower employment rates, lower average wages, and lower postsecondary education participation rates (Blackorby & Wagner, 1996). Low postsecondary education participation rates are reflected in Table 1, which shows that the proportion of college students reporting a disability is considerably lower for each of the CLD groups (with the exception of American Indians/Alaskan Natives) compared to Whites. This brief will outline the major challenges that tend to be faced by CLD persons with disabilities in postsecondary education and how to address these challenges.
National Center on Secondary Education and Transition, Institute on Community Integration (UCEDD), University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr. SE, Minneapolis, MN 55455. Tel: 612-624-2097.
Publication Type: Reports - General
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A