Using Cultural and Social Capital to Improve Postsecondary Outcomes and Expand Transition Models for Youth With Disabilities

Trainor, Audrey A.

doi:10.1177/0022466907313346

Cited by 98 publications

(94 citation statements)

References 49 publications

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“…This review of evidence-based practices for transition also found that there is a need for research that focuses on specific sub-populations of students and to include that information in the findings (Trainor, 2008). Without this disaggregated information, it is difficult to determine whether these evidence-based practices are effective in improving postschool outcomes for students who are Black and have disabilities or whether different approaches are needed to address differing challenges for this population.…”

Section: Introductionmentioning

confidence: 99%

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

Thoma

Agran

Scott

2016

JVR

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Abstract. BACKGROUND:Although there is considerable research that has identified effective strategies to support the transition from school to adult life for young adults with disabilities, post-school outcomes for culturally linguistically or economically diverse (CLED) students with disabilities, particularly students who are Black and have disabilities, remain abysmal. OBJECTIVE: This article reviews the literature on transition practices for students who are Black and have disabilities to determine what is known about their unique challenges, as well as what can be done to improve their postschool outcomes. METHODS: The current published literature was reviewed to identify articles that examined the impact of transition practices on postschool outcomes for students who are Black and have disabilities. RESULTS: Although the research literature on students who are Black and have disabilities in transition programs is limited, a number of practices were identified as improving transition planning and services for these students, including several that enhance student self-determination in the process. CONCLUSIONS: As the postschool outcomes for this group of youth students who are Black and have disabilities continues to be abysmal, this review of the literature revealed that there is a need to conduct research to further identify barriers and effective practices needed to overcome them. Implications for practice as well as further research are discussed.

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Section: Introductionmentioning

confidence: 99%

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

Thoma

Agran

Scott

2016

JVR

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“…In addition, this type of networking increases the likelihood that CLD families will develop the social and cultural capital necessary for success when they are linked with other families who are more familiar with the dominant culture. Support for this statement comes from Trainor (2008), who indicated that sound transition planning and instructional practices require careful consideration of the cultural and social capital that adolescents with disabilities bring to the transition process. Family-to-family networks allow for the creation, acquisition, and use of capital during transition into adulthood thereby providing sociocultural information regarding services for youth with disabilities.…”

Section: Sustainable Transition Planningmentioning

confidence: 99%

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

Achola

Greene

2016

JVR

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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.

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“…Constituye un proceso encaminado a lograr objetivos relacionados con la participación en actividades formativas más allá de la educación obligatoria, la inclusión laboral, el inicio de la emancipación de la familia, la implicación y participación activa en distintos espacios de la comunidad, y la posibilidad de experimentar relaciones sociales y personales satisfactorias (Cobb y Alwell, 2009; Kaehne y Beyer, 2009; Martínez Rueda, 2002;Test et al, 2009;Trainor, 2008). Las trayectorias individuales de transición que llevan a conseguir estos objetivos se construyen fundamentalmente en base a la articulación de apoyos que se ofrecen en servicios escolares y postescolares.…”

Section: La Transición a La Vida Adulta De Las Personas Con Discapaciunclassified

Análisis de los apoyos que reciben los jóvenes con discapacidad intelectual en su transición a la vida adulta en España: una investigación a partir de experiencias de profesionales y personas con discapacidad

Díaz

Noell

Vilà

et al. 2014

Redis

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Análisis de los apoyos que reciben los jóvenes con discapacidad intelectual en su transición a la vida adulta en España: una investigación a partir de experiencias de profesionales y personas con discapacidad 1 Analysis of support received by young people with intellectual disabilities in their transition to adulthood in Spain: an investigation based on the experiences of professionals and people with disabilities 1. Estudio parcialmente financiado por el MINECO a través del proyecto EDU2011-22945: La transición a la edad adulta y vida activa de jóvenes con discapacidad intelectual desde una perspectiva inclusiva: identificación de problemas, buenas prácticas y propuesta de un plan de mejora. Maria Pallisera ResumenEl objetivo de este trabajo es obtener información acerca de la adecuación de la red de dispositivos o servicios donde estos jóvenes son objeto de acciones socioeducativas en su proceso de tránsito a la edad adulta en España. Se han aplicado entrevistas en profundidad a 45 profesionales y a 20 personas con discapacidad intelectual y el método Delphi a dos paneles integrados por 20 expertos cada uno. Los resultados muestran la escasa continuidad de los apoyos que reciben los jóvenes con discapacidad a lo largo de su proceso de tránsito y cuestionan la formación marcadamente académica que reciben los jóvenes como preparación su vida adulta. También se analiza la participación de los jóvenes y sus familias en el proceso. La investigación nos permite disponer de una visión contrastada y amplia del proceso de tránsito a la vida adulta de los jóvenes con discapacidad y plantear estrategias de mejora de este proceso. AbstractThe objective of this study is to gather information regarding the adaptation of the range of socio educational projects and services aimed at the transition to an adult life of young persons with intellectual disabilities in Spain. The research of the study has been done in three stages. During each stage, a specific tool has been used. One to one in-depth interviews have been undertaken with 45 professionals and 20 individuals with intellectual disabilities. The Delphi method has been applied to two panels consisting of 20 experts each. Firstly, results focus on the approach to different issues related to the devices. Secondly, the training opportunities that these individuals receive to ease the transition period is addressed. And finally, the study refers to the participation of the individuals themselves and their families in the process. The developed analysis allows us to propose strategies to improve the transition to adult life. Pallisera, M. et al. (2014): "Análisis de los apoyos que reciben los jóvenes con discapacidad intelectual en su transición a la vida adulta en España: una investigación a partir de experiencias de profesionales y personas con discapacidad", Revista Española de Discapacidad, 2 (2): 27-43. Para citar: Palabras claveTransición a la edad adulta, personas con discapacidad intelectual, entrevistas, estudio Delphi, investigación cualitativa, sistema educativo...

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Using Cultural and Social Capital to Improve Postsecondary Outcomes and Expand Transition Models for Youth With Disabilities

Cited by 98 publications

References 49 publications

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

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

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

Análisis de los apoyos que reciben los jóvenes con discapacidad intelectual en su transición a la vida adulta en España: una investigación a partir de experiencias de profesionales y personas con discapacidad

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