Addressing Equity and Providing Transition Education to a Diverse Student Population

Building Equity Into Transition Practice and Service Delivery: A Call for Systemic Changes in the Field of Transition

“…Trainor (2017) contends that there is a need to contextualize transition within a political and social sphere in which the student lives. Therefore, a review of the professional standards was completed to ensure comprehensive integration of equity frameworks and recommendations followed.…”

“…Cultural racism perpetuates the existence of beliefs, values, or stereotypes that endorse the dominant culture as superior to other cultures (Tevis et al, 2022). In many cases, it may be difficult to observe on an institutional or cultural level the prejudicial and discriminatory actions against certain racial groups, yet opportunity gaps and disparate outcomes for students of color continue to exist (Connor, 2008; Ladson-Billings, 2006; Trainor, 2017).…”

“…We interrogated the professional standards by applying the four anti-oppressive frameworks of each to determine the way the language and text within each standard promotes anti-racism, abolitionist, anti-ableism, and asset-focused pedagogies within transition practices. Furthermore, Trainor (2017) contends that there is a need to contextualize transition within political and social spheres in which the students live. Therefore, a critical review of DCDT’s professional standards was completed to examine what transition practices are promoted within the field.…”