Transition to adult life for students who are Black and have disabilities: What do we know and what do we need to know?

Thoma, Colleen A.; Agran, Martin; Scott, LaRon A.

doi:10.3233/jvr-160819

Cited by 26 publications

(19 citation statements)

References 21 publications

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“…This focus has historically been a central tenet to the field and was highlighted in Ysseldyke’s (1987) call for data-based papers on service delivery models and the inclusion of underrepresented populations of exceptional students, while he served as the editor for Exceptional Children . More recently, there has been an emerging interest in specific interventions and practices that support diverse populations and in understanding for whom and under what conditions evidence-based practices are effective (e.g., Hamayan, Marler, Lopez, & Damico, 2013; Spencer, et al, 2012; Thoma, Agran, & Scott, 2016; van Gardener, Poch, & Jackson, 2017; Watson, 2017; West et al, 2016).…”

mentioning

confidence: 99%

A 16-Year Review of Participant Diversity in Intervention Research Across a Selection of 12 Special Education Journals

Sinclair

Hansen

Machalicek³

et al. 2018

Exceptional Children

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Given the continued changes in demographic diversity of students in the United States, it is important to ensure that participants included in special education research reflect the diversity of the classroom. We examined 16 years of intervention research across 12 special education journals to evaluate the extent to which diverse student populations (e.g., race, ethnicity, disability, sexual orientation, English language learner status) were included in published intervention research. We analyzed 495 intervention articles (9.6%) out of 5,180 total articles. Results revealed that progress has been made in the inclusion of diverse participants in special education intervention research compared with previously conducted reviews, yet some racial and ethnic populations are still underrepresented. We discuss strategies for recruitment and retention of underrepresented diverse populations.

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mentioning

confidence: 99%

A 16-Year Review of Participant Diversity in Intervention Research Across a Selection of 12 Special Education Journals

Sinclair

Hansen

Machalicek³

et al. 2018

Exceptional Children

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“…There has been limited research conducted that addresses this phenomenon, which can help educators provide more meaningful and disability specific interventions to assist students in their experiences (Forber-Pratt, Lyew, Mueller, & Samples, 2017 Future studies should examine the experiences of students of color with disabilities in higher education as there has been minimal research on this topic. This recommendation is consistent with the suggestion of Thoma, Agran, and Scott (2016), who identified six studies over a 24-year period that were specifically focused on the postsecondary transition experiences of black students with disabilities. Qualitative studies with students of color would provide a deeper understanding of their perceptions during and after the transition process.…”

Section: Future Researchsupporting

confidence: 87%

“…Educators also need to not only explain what they are doing but why they are considering actions and the potential impact of those actions on students. Educators also need to be aware that culturally diverse families often receive services from agencies that may not typically be invited to transition meetings (Thoma, Agran, & Scott, 2016). Ensuring that all stakeholders have a shared understanding and shared (student-centered) goal can strengthen the transition process and improve outcomes.…”

Section: Chapter Five: Discussionmentioning

confidence: 99%

A Whole New World: Students with Disabilities Transition to Postsecondary Education

Whitaker¹

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Since the inception of the Americans with Disabilities Act (ADA) of 1990, there has been a steady increase in the enrollment of students with disabilities in higher education. With the postsecondary transition in educational supports from the Individuals with Disabilities in Education Act (IDEA) in high school to ADA in college, there has been a lack of research related to the experiences of these students with disabilities while they are in college. Considering the changes in disability experience resulting from education policy changes from high school (IDEA) to college (ADA/Section 504), the purpose of this study was to examine the experiences of first-year students with disabilities at four-year higher education institutions. This study utilized components from Disability Studies in Education approach, Disability Critical Race Studies (DisCrit), Acculturation, and Diverse Learning Environment frameworks in analyzing first-year students with disabilities' experiences. Using a mixed-methods approach to investigate both attitudes and perceptions, the researcher conducted a survey of 63 students representing five colleges and focus group interviews with 43 students representing three colleges. Findings indicate that firstyear students with disabilities are assimilating into the mainstream non-disabled culture in higher education. First-year students with disabilities heavily rely on adult's (parents or disability service personnel) knowledge in educational decision making. Additionally, the findings also highlight the impact of fee-based, specialized disability programs on first-year student experiences and perceptions of campus climate. This study contributes to the understanding of the conditions that support and challenge the higher education experiences of first-year students with disabilities. The findings also highlight a need for more research examining a broader range of disability categories and the intersection of disability and race. DEDICATION With the utmost sincerity, respect, and admiration, I dedicate my dissertation to:

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“…According to Thoma, Agran, and Scott (2016), students with disabilities do not experience the same transition outcomes in terms of employment, postsecondary involvement, independent living, and community involvement as their peers without disabilities. In addition, students from CLD backgrounds lag behind their White counterparts when it comes to major transition outcomes (Cote, Jones, Sparks, & Aldridge, 2012; Kim & Morningstar, 2005).…”

Section: Current Status Of Culturally Responsive Practicesmentioning

confidence: 99%

Cultural Relevance in Special Education: Current Status and Future Directions

Brown

Dennis

Matute-Chavarria

2019

Intervention in School and Clinic

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Increasingly, educators have been charged with delivering academic and other instruction to groups of students who are culturally unlike themselves. What teachers know regarding the attitudes toward cultural diversity can be a powerful determinant of the academic, social, and behavioral opportunities and outcomes for students from culturally and linguistically diverse backgrounds in special education. Teachers are encouraged to integrate culturally responsive (CR) practices across the special education experience to better address the needs of these students. Typically, when included, it is in the areas of school discipline (behavior), transition, and family involvement. In this article, the authors discuss (a) the minoritization of students from culturally and linguistically diverse backgrounds, (b) the effects of forced special education (e.g., overrepresentation and disproportionality), and (c) current CR practices in special education (e.g., working with families, classroom and behavior management, and transition services). Suggestions for creating culturally sustaining and inclusive environments in special education are recommended.

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Transition to adult life for students who are Black and have disabilities: What do we know and what do we need to know?

Cited by 26 publications

References 21 publications

A 16-Year Review of Participant Diversity in Intervention Research Across a Selection of 12 Special Education Journals

A 16-Year Review of Participant Diversity in Intervention Research Across a Selection of 12 Special Education Journals

A Whole New World: Students with Disabilities Transition to Postsecondary Education

Cultural Relevance in Special Education: Current Status and Future Directions

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