Developing Culturally Responsive Transition Plans Using the Indicator 13 Checklist
Allison R. Walker, Ph.D.
Alicia Brophy-Dick, Ph.D.
University of North Carolina at Wilmington
Research has shown that there are consistently poor post-school outcomes for students with disabilities, especially for students from culturally and linguistically diverse (CLD) backgrounds. Therefore, it is important for educators to develop culturally responsive transition plans for youth from CLD backgrounds that address their needs. Professionals working with this population can also benefit from using the National Secondary Transition Technical Assistance Center’s (NSTTAC) Indicator 13 checklist when developing these transition plans. Using a vignette, this article outlines a step-by-step process for familiarizing oneself with the Indicator 13 checklist, identifying one’s own cultural values and the family’s values, and identifying the difference between the educator’s and family’s values as a suggested practice for developing a cohesive and culturally responsive transition plan.
Keywords: transition, culturally responsive, individualized transition plans
To Read this Article - or Download this Article (login required)
To Download the Entire SPRING-SUMMER 2019 Issue of JAASEP - (login required)
NASET Members - Login to Access These Files.
If you are a member of NASET, please login to freely access this and all archived articles of JAASEP
If you are NOT A MEMBER of NASET you may purchase this article of JAASEP for $4.95 (use the "Buy now" button below):
OR Buy the entire issue of JAASEP SPRING-SUMMER 2019 for $19.95. Use the BUY NOW button below:
OR - Join NASET and have access to this & ALL PAST ISSUES of JAASEP - JOIN NASET