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

Abstract

Translating multicultural research and theory into practices that improve transition outcomes for all children especially, youth who come from predominantly culturally and ethnically diverse (CED) communities, remains a substantial challenge for career transition specialists (CTSs) today. The purpose of this article was to consider the state of transition programming for CED youth with disabilities, paying particular attention to the clinical applications of Banks’s dimensions of multicultural pedagogy in addressing inequities in transition programming. In light of this discussion, a set of five research- and practice-based tips for CTSs, special education teachers, and other members of individualized transition teams are shared.

Strengths-Based Transition Planning: A Positive Approach for Students With Learning Disabilities

“…Provided in Figure 1, the ARCS acronym categorizes strengths as Attributes, Relationships, Contexts, and Skills. These areas capture the individual and collective strengths necessary for success in postsecondary, employment, and community settings (Achola, 2019; Trainor, 2017). Considering the following student-friendly definitions, examples, and prompts, students can engage in conversations about strengths with IEP team members or classmates.…”

“…However, the emphasis should be on a student’s diverse set of strengths rather than only their deficits. This can foster a growth mindset in students (Garwood & Ampuja, 2019) and promote high expectations and cultural awareness in other IEP team members (Achola, 2019; Trainor, 2017).…”

“…However, other IEP team members (e.g., special education teachers, general education teachers, parents, administrators) must also gain the necessary mindsets to support students in identifying their strengths. In describing effective culturally responsive transition planning, Achola (2019) argued that IEP team members must consider not only a student’s individual strengths but also their assets, which can include family, community, and culture. By building a strong relationship with the student and valuing both strengths and assets, IEP team members can better design affirming and authentic services.…”

Guiding Questions for a Culturally Responsive Framework During Preemployment Transition Services

“…The IEP or IPE meeting should not be the first or last time the family is contacted. Pre-ETS providers oversee the development of the transition plan and provide opportunities for students and their families, which means service providers have the power to facilitate change for students and families on their caseloads (Achola, 2019). Therefore, to critically reflect and practice collaboration, service providers must recognize systems of oppression and support team members in recognizing systems of oppression (Gay & Kirkland, 2003) as barriers for CLD SWDs during transition.…”

Transition Planning: Keeping Cultural Competence in Mind

“…Bal (2018) focused on “racially minoritized communities” (p. 144). Finally, Achola (2019) defined culturally and ethnically diverse (CED) students as individuals “from nonmainstream cultural and ethnic backgrounds” (p. 1). We propose an inclusive definition of diversity across racial, ethnic, and cultural modalities: culturally, ethnically, and linguistically diverse (CELD).…”