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WelcomeTransition Planning for Culturally and Linguistically Diverse
Youth Book Discussion
Thursday, February 27, 2014
Review of Tools
During presentation:• Make sure phone is
muted• Real-time captioning
– Window > Closed Captioning
To ask questions/comment:• Chat
Transition Planning for Culturally and Linguistically Diverse Youth
Book Discussion
Author Dr. Gary Greene, California State UniversitySusan Loving, Utah State Office of Education
June Gothberg, Michigan Department of Education, Office of Special Education
Agenda
• Welcome and technical run through• Utah priority and context• Michigan context• Culture – what it is, what it’s not• Chapters 1 and 2• Q&A• Learn from each other
Utah state priority– culturally and linguistically responsive planning
Changing culture in Michigan
Welcome
Dr. Gary Greene
• Who am I?• What is my
culture?
First, how do we define culture?
Cultural diversity misconceptions
• Used by many to identify differences that are perceived to stem from culture
• Focus is usually on racial and ethnic differences without examining or controlling for actual differences in:
Barrera & Corso, 2003
• Behaviors• Languages
• Values• Beliefs
It’s not about heroes, holidays, and food!
Dr. Gary Greene-back to me
• Who am I?• What is my
culture?
Cultural diversity
• Used by many to identify differences that are perceived to stem from culture
• Focusing on racial and ethnic differences without examining or controlling for actual differences in behaviors, language, values, and beliefs
Barrera & Corso, 2003
Levels of culture1. Languages2. Values3. Beliefs4. Behaviors5. Generational
status6. Gender7. Socio-economic status
Remember:
Cultural diversity• Is not a static quality• Cannot be reliably determined by ethnicity
alone• Should not be looked at as a “risk factor that
must somehow be lessened or reduced.”
Barrera & Corso, 2003
Cultural diversity
Cultural diversity is defined and characterized by the interactions and comparisons between people within a given environment, rather than a trait or characteristics that resides within a given individual.
Barrera & Corso, 2003
How to avoid “culture shock”
The key is to promote comfortable interactions between persons of different cultures within an environment that makes everyone feel comfortable.
How to avoid “culture shock”
• Who are you and what is your culture?• What are the defining characteristics of your
culture, breadth and depth of levels within you, your culture, family, and home?
NOW APPLY THIS TO INDIVIDUALS AND FAMILIES WITH WHOM YOU ARE INTERACTING WHEN CONDUCTING TRANSITION PLANNING.
Current state of transition
1. What are the findings from research literature on the transition of culturally and linguistically diverse (CLD) youth with disabilities?
2. What do we know about CLD families’ interactions with school personnel in the transition planning process?
Current state of transition
1. What are the findings from research literature on the transition of culturally and linguistically diverse (CLD) youth with disabilities?
2. What do we know about CLD families’ interactions with school personnel in the transition planning process?
Transition CLD outcomes
Compared to whites, CLD youth with disabilities have poorer post-school outcomes:• Education• Employment• Independence• Engagement
NLTS1&2
CLD research findings
School personnel• Lack understanding of CLD culture or view it as
a liability• Lack respect for CLD families and their
children• Do not acknowledge CLD families hopes and
dreams for their child’s future
Greene, 2011
CLD research findings
CLD parents/families• Struggle with immigration issues• Lack language proficiency• Differ in attitudes, norms, and family values
related to transition for their child with disabilities
Greene, 2011
CLD research findings
CLD parents/families• Lack understanding of legal requirements for
transition• Experience stereotypes/bias from school
professionals• Deal with generational conflict with their
children when dealing with transition
Greene, 2011
CLD research findings
Systems need to• Provide cultural competence training to
special education and transition personnel• Support education staff to implement
culturally responsive approaches• Support CLD parent training to promote more
active involvement in the school and the transition planning process
Greene, 2011
Content for training
Introspective training• Clarification of personal values of diversity• Critical perspectives on the assumptions and
process by which CLD children are placed in special education
Harry, 2008
Content for training
Content• Multicultural histories and issues• Preparation, practice, and coaching in
authentic cross-cultural communication• Internships and practicum placements in
diverse racial and socioeconomic settings
Harry, 2008
Q&A Time
Take the next 5 minutes to talk at your site Post questions in the chat boxJennie will pose questions to Dr. Greene
Harry, 2008
Thank you!
Contact us with any questionsMichigan – please contact Laurie [email protected] – please contact Susan [email protected] See you again in March!
Harry, 2008
