The importance of systematic and comprehensive transition planning is promoted by a significant number of professionals in the field of special education and underscored by federal mandate. Sometimes lost in the multifaceted process of transition are the curricular features that ensure that important knowledge is covered and requisite skills are taught. The key point embedded in the transition planning process is that areas of need will be addressed before the student exits from the school system. This process functions on a reactive basis: Needs are identified, transition goals are developed, and action is taken. A well-grounded understanding of students' transition needs can lead to a more proactive approach to teaching the life skills that are critical to functioning successfully in adulthood. A variety of ways to teach transition-related topics are discussed, and examples are provided. However, the option most appropriate for certain students will depend on the settings in which they receive their education.
The changing demography of the United States is presenting new challenges for all aspects of society. The purpose of this article is to explore the implications of an increasingly diverse school population for the process of collaboration. This article focuses on the competencies for collaboration as pertinent to diverse exceptional learners, the role of the special education teacher, and the concept of collaboration across disciplines. s the general population of the United States m becomes more culturally and linguistically diverse (Spencer, 1989), so does the school population. The U.S. Congress has publicly noted Dr these population shifts and the responsibility of government to educate all citizens (Education of the Handicapped Act Amendments of 1990). Congress noted that the public school population of many large cities is composed predominantly of culturally diverse individuals, that the limited English proficient population is increasing quickly, and that the educational assessment of African American students is fraught with problemsThe cultural diversity of U.S. society has implications for all aspects of education, including special education. Although African American students constitute 16% of the total school population, they make up approximately 34% and 22% of the students identified with mental retardation and emotional disturbance, respectively (Council for Exceptional Children, 1994). Educators have questioned the validity of this disproportionate representation and the role that collaboration can play in addressing this issue (Vasquez-Chairez & MacMillan, 1988). The purpose of this article is to delineate the competencies needed by education personnel in order to collaborate in a diverse teaching environment, to discuss the role of special education teachers, and to advocate for collaboration across disciplines. CULTURAL DIVERSITY AND COMPETENCIES FOR COLLABORATION Harris (1991) delineated consultation competencies for educators serving diverse exceptional students and discussed the implications of cultural diversity for the collaboration process. These competencies include, but are not limited to (a) understanding their personal perspectives about those who are culturally diverse, (b) using effective communication and problem-solving skills, (c) understanding their roles in the collaboration process, and (d) using appropriate evaluative and instructional methods. Each of these competencies is further described below.
Popular literature can serve many purposes in the inclusive classroom. Magazines written for culturally and linguistically diverse groups can increase the knowledge base of teachers and serve as a resource for lesson planning. These publications may also provide students with an opportunity to learn about high-achieving individuals who come from backgrounds similar to their own. The purpose of this article is to show how teachers can use such magazines in the classroom.
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