02/20/2009© 2009. texas education agency1 multicultural issues and trends in transition planning...

02/20/2009 © 2009. Texas Education Agency 1

Multicultural Issues and Trends in Transition Planning

Working with CLD Families and Students with Disabilities

Presentation to Texas Statewide Transition NetworkFebruary 20, 2009 via T.E.T.N.


Cultural Considerations

• Data Trends

• Components of Culture

• Cultural Considerations and Transition Planning

• Cultural Reciprocity


Educational Statistics Trends to 2017


Data Trends

• 2000 Census projected that 40% of the school population are CLD students and that will increase to 57% by 2050 (Hollins and Guzman, as cited by Williams, n.d.)

• The ELL student population was 3.2 million in 1995 and will continue to grow (Banks, et. al., 2005, as cited by Williams, n.d.)


CLD Population Trends

• As of May 2006 – 42.7 million Hispanics (gaining by 3.3% each

year)– 39.7 million African Americans– 14.4 million Asians– 4.5 Native American Indian/Alaska Natives– 990,000+ Native Hawaiians/South Pacific

Islandershttp://www.prb.org/Articles/2006/IntheNewsUSPopulationIsNowOneThirdMinority.aspx?p=1


CLD Students’ Outcomes and Transition

• White youths exceeded African American youths in living independently during early years after high school

• White youths exceeded African American, Hispanic, and those of other CLD backgrounds on achievement measures by 7-13 standard points

• Only White youth with disabilities showed significant increase in:– Post-secondary enrollment– Pursuit of employment– Earnings– Volunteer and community service activities

National Longitudinal Transition Study (NLTS2), 2005


Culture and Transition Planning

Outcomes for students with disabilities are mostsuccessful when IEP planning involves the familyand considers the family’s cultural values andbeliefs.

(Kim & Morningstar, 2005; Artiles, Trent, and Palmer, 2004)


CLD Students in Transition

Culture is defined as the shared norms,

values, beliefs, behaviors, traditions, ideals,

and rules followed by a group of people overtime (Lim, 2001; Timm, 1996).


Culture and Its ImpactSurface Structure of an Individual’s Culture (Overt)

Deep Structure of an Individual’s Culture (Covert and Subtle)

•speech patterns

•dress•food•appearance

•celebrations

•traditions

•family dynamics

•communication patterns

•collectivism/individualism

•roles and responsibilities

•child rearing practices

•values and beliefs•emotionally charged

(Riehl, 2000;REACH Centre, 1992)

•rules of interaction

•behaviors


Culture and Its ImpactSurface Structure of an Organization’s Culture (Overt)

Deep Structure of an Organizational Culture (Covert and Subtle)

•regulations

•rules•mission

•written policies

•interorganizational dynamics•hiring practices

• implemented policies• implemented procedures

•actual practices

•values and beliefs of the people

•channels of communication

•vision statement

•written procedures

•intraorganizational dynamics

•people

(Riehl, 2000; REACH Centre, 1992)


Cultural MismatchSurface Structure of Individual and Organization

Deep Structure of Individual and Organization

(Riehl, 2000; REACH Centre, 1992)


Cultural Issues and Transition


Self-Determination and Culture

• Asians, Latinos, Hispanics, and Native Americans reject the concept of self-determination, as the Western culture defines it

• These particular cultures make decisions and goals by considering their families’ or communities’ needs first then their own

• This practice “brings honor to the family”Zhang and Benz, 2006, p. 4


Parental Involvement

• Parental involvement in transition has positive impact:– post-school outcomes for employment– post-secondary education– independent living– academic achievement


Culture and Parental Involvement

The survey results of perceived levels of

Involvement in and Importance of transition

activities as completed by 308 CLD

families, 87 EA families, and 52 professionals

(94% EA) revealed:– All believed family involvement important– CLD families were more involved at home– EA families put more emphasis on school based transition

activities– Professional perceived the CLD families as less involved than

EA familiesGeenen, S., Powers, L., & Lopez-Vasquez, A. (2001). Multicultural aspects of parental involvement in transition planning. Exceptional Children, 67 (2), 265-285.



Our understanding of a family’s cultural

norms and the challenges they face

influences how the family interprets their:

• Involvement in planning

• Satisfaction in planning

• Roles and responsibilities in planning

(Geenen, Powers, & Lopéz-Vasquez, 2001)


Cultural Reciprocity and Transition Planning

Cultural reciprocity is the awareness of

cultural differences; it is the recognition

that the way we act and believe can be

different than how other people act or

believe.

(Kalyanpur & Harry, 1999)


Cultural Reciprocity• 3 levels of cultural awareness:

– Overt: recognition of the obvious (dress, race, language, etc.)

– Covert: recognition of difference that are not obvious (communication styles, behaviors, etc) that require more observation and/or contact to understand

– Subtle: recognition of embedded values and beliefs that define who we are and make us unique

Williams, T. (n.d.) Transition planning for culturally and linguistically diverse (CLD) families of youth with disabilities: Issues and trends. College of Education, University of Kansas.


Cultural Reciprocity andTransition

Culture Reciprocity is trying to get us from

overt professionals to subtle professionals.


Cultural Reciprocity

Posture of Culture Reciprocity.1. Identify the cultural values that are embedded

in your interpretation of the student’s difficulty or in the recommendation of service.

Example:

Why do you expect Johnny to live independently

from his family?




2. Find out if the family recognizes and values those same beliefs and values and how they are different.

Example:

Do all families embrace key activities in transition

(e.g. self-determination, PCP, etc.?)




3. Acknowledge and respect all cultures and explain the basis for your professional belief and perspective.

Example:

Do we explain our point of view of transition,

as a point of view?




4. Through discussion and collaboration, determine the most effective way to adapt your professional interpretations and recommendations to the value system of the family.

Example:

Do we feel obligated to adapt transition

planning to meet the cultural value system of

the family?Williams, T. (n.d.) Transition planning for culturally and linguistically diverse (CLD) families of youth with disabilities: Issues and trends. College of Education, University of Kansas.


Cultural HumilityOur ultimate goal of cultural reciprocity should be tobecome professionals that practice cultural humility.Cultural humility incorporates a lifelong commitment to selfevaluation and self-critique, to redress the powerimbalances in the provider-client dynamic, and to developmutually beneficial and non-paternalistic advocacypartnerships with communities on behalf of individuals anddefined populations.

Tervalon, M. & García-Murray, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9 (2), 117-125.


Responding Educationally to All Learners Modules and

Transition• Pathways to Cultural Proficiency

• Language Variations

• Systems of Support

• Designing Instruction for Diverse Learners

• Family-School Partnerships

• Administrative Overview

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