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ERIC Number: EJ887268
Record Type: Journal
Publication Date: 2005-Nov
Pages: 17
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1547-1888
To What Extent Are Transition Components of Individualized Education Programs for Diverse Students with Learning Disabilities Culturally Responsive?
Trainor, Audrey
Multiple Voices for Ethnically Diverse Exceptional Learners, v8 n1 p111-127 Nov 2005
Transition planning with students with learning disabilities (LD) from culturally and linguistically diverse backgrounds presents unique challenges to the implementation of recommended practices and mandates such as individualization, incorporation of student preferences; encouragement of self-determination; collaboration with parents and professionals; and generation of goals and objectives that address academic, social, and life skills. This document review, part of a larger qualitative interview study, examined the individual transition plans of 15 high school students with LD to determine the extent to which the content of the plans reflected legal mandates, contained evidence of recommended practices, and was culturally responsive to meet the needs of diverse students. Results indicated that most documents were minimally compliant with legal mandates, yet they contained little evidence to support the implementation of recommended practices. Most significantly, there was no indication of individualization, indicating a general lack of culturally responsive transition practices. The author includes recommendations for research and practice. (Contains 3 tables.)
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A