Person-family centered transition planning: Improving post-school outcomes to culturally diverse youth and families

Abstract

Abstract. BACKGROUND:The persistent patterns of unsatisfactory transition experiences and adult outcomes of culturally and linguistically diverse (CLD) youth with disabilities are well documented in existing transition literature. The consequences of these circumstances for this unique population of individuals with disabilities are long term and far reaching, both individually and collectively. Unfortunately, despite many years of transition outcomes research, there is a dearth of literature on effective empirically-based culturally reciprocal transition practices. OBJECTIVE: In this conceptual article, we provide a framework for thinking about how to best plan for and facilitate positive transition outcomes for CLD youth with disabilities who come from families whose value systems differ from those of mainstream American society. Specifically we present a person-family interdependent approach to transition that emphasizes family empowerment, sustainability of transition services, and adaptations to the transition planning process. CONCLUSION: In contrast and in comparison to the more traditional approach to transition that is currently practiced in American public schools, we believe that this person-family interdependent approach, if adopted, may result in better long term transition outcomes for CLD youth with disabilities as well as greater satisfaction of their families with the transition planning process.

Facing Double Jeopardy: The Transition Experiences of Latina Family Caregivers of Young Adults With Disabilities Living in a Rural Community

“…1401[34]), such as employment, postsecondary education or training, and independent living. For the young adults to achieve these outcomes following graduation, it is crucial for family caregivers (e.g., parents, guardians, siblings, extended family members) to be involved throughout the transition planning process (Achola & Greene, 2016; Francis, Gross, Magiera, et al, 2018; Mann, Moni, & Cuskelly, 2016).…”

“…However, numerous barriers stymie effective family caregiver involvement during transition planning, including educators feeling unsure how to engage family caregivers (D. C. Martinez, Conroy, & Cerreto, 2012), expectations for passive caregiver involvement or exclusion of family caregivers from transition meetings entirely (Mueller & Buckley, 2014), and caregivers lacking information and resources to support their family members with disabilities after graduation from high school (Achola & Greene, 2016; D. C. Martinez et al, 2012).…”

“…Finally, many rural communities are experiencing substantial growth in Latino populations (J. Johnson, & Strange, 2009), and schools are generally not prepared to ensure the engagement of culturally and linguistically diverse families (Achola & Greene, 2016; Barrio, 2017; Gothberg, Greene, & Kohler, 2019; Ramirez, 2003).…”

“…However, research also indicates that Latino family caregivers are highly invested in the success of their young adults and that multiple barriers including language barriers (Defur et al, 2001; Francis, Gross, Lavín, et al, 2018), overrepresentation of English language learners in special education (Barrio, 2017), logistical issues (e.g., lack of transportation or child care; Defur et al, 2001), discrimination, stigma, power imbalances, and microaggressions prevent effective involvement during transition planning (Francis, Gross, Lavín, et al, 2018) prevent them from actively participating in transition planning meetings for their young adults with disabilities. Furthermore, cultural differences between Latino families and professionals from dominant U.S. cultures, such as varied conceptualizations of “independence,” “interdependence,” and the cultural value of “familism” (e.g., prioritizing family needs over individual needs; Stein, Gonzalez, Cupito, Kiang, & Supple, 2013) create additional challenges to family involvement, family–school collaboration, and attainment of positive transition outcomes for young adults (Achola & Greene, 2016; Povenmire-Kirk, Lindstrom, & Bullis, 2010; Stein et al, 2013). These findings are troubling, considering the importance of trusting family–professional partnerships among families who are unaware of available resources, policies, procedures, rights, and responsibilities associated with U.S. school and disability service systems (Haines, Summers, Turnbull, & Turnbull, 2015).…”

Practicing What We Preach: Reclaiming the Promise of Multicultural Transition Programming

“…Teachers who have adopted a multicultural pedagogy have the ability to act as change agents in their schools to help narrow the opportunity gaps and encourage more equitable schooling experiences for culturally and ethnically diverse (CED) students (Achola & Greene, 2016;Banks, 2007;Cochran-Smith, 2004;Gay, 2000;Ladson-Billings, 2009). More importantly, the multicultural pedagogies appear to have a positive influence on student outcomes.…”