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Transition Planning for Culturally and Linguistically Diverse Youth


Transition Planning for Culturally and Linguistically Diverse Youth

Author: Gary Greene Ph.D.   Series Editor: Paul Wehman Ph.D.   Board Members: Renee Cameto Ph.D., Teresa Grossi Ph.D., Debra Hart M.S., Peg Lamb Ph.D., David W. Test Ph.D., Michael L. Wehmeyer

ISBN: 978-1-59857-159-2
Pages: 160
Copyright: 2011
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Size:  8.5 x 11.0
Stock Number:  71592
Format:  Paperback
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Too often, culturally and linguistically diverse (CLD) youth with disabilities have a tougher road to adulthood than their Caucasian peers with disabilities. Reverse the odds with this concise how-to book, the first guide to easing the complex transition process for CLD students with a wide range of special needs.

A veteran trainer of transition specialists, Gary Greene is one of the foremost experts on helping students with disabilities launch successful adult lives. Combining his 25 years of experience with the latest research on cultural and linguistic diversity, this evidence-based quick-guide teaches readers key skills and best practices in culturally responsive, family-centered transition planning. Professionals who work with young adults from ages 14 to 22 will

  • understand the special challenges CLD families may face during the transition process, including cultural biases, immigration issues, and limited English proficiency
  • develop culturally responsive transition IEPs
  • prepare the IDEA-required Summary of Functional Performance (SOP) documents
  • minimize conflict and strengthen communication with CLD families
  • encourage students' active participation in transition planning
  • collaborate closely with families throughout the whole process
  • provide effective cultural competence training to school personnel
  • implement successful parent support programs
  • conduct transition assessments to determine a student's individual needs
  • discover how teacher leadership can improve transition services
  • make the most of the transition services available in high school and beyond

To help readers apply best practices, this book gives them case studies of professionals successfully helping students and families from diverse cultural backgrounds. Readers will also learn from revealing interviews with transition specialists and other experts, discover proven tips and strategies for every part of the transition process, and get photocopiable forms and tools they can use right away.

A great resource for quick and effective professional development—and an ideal preservice textbook—this highly practical guide puts better outcomes for CLD youth well within reach as they navigate the road to adulthood.

The book is part of theBrookes Publishing Transition to Adulthood Series

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Reviews

Review by: Richard L. Rosenberg, Lead Vocational Coordinator, Teacher of the Year (2009-2010), Whittier Union High School District
"An excellent resource that . . . can be used as a reference for educational staff, service professionals and parents. I enthusiastically recommend it."
Review by: Susan Yuan, Professor Emerita, University of Vermont; parent of an adult son with disabilities
"Gary Greene teaches us how to approach families with sensitivity, understanding, and respect."
Review by: David Leake, Director, Project Ho'omohala, Center on Disability Studies, University of Hawaii at Manoa
"An excellent guide for effectively supporting youth with disabilities who are of culturally and linguistically diverse heritage through the often difficult transition to adulthood."
Review by: Steve Holburn, New York State Institute for Basic Research in Developmental Disabilities
"Sensitizes the reader to the needs of the culturally diverse student and then delineates practical strategies for successful transitions to adult life."
Review by: Carol A. Kochhar-Bryant, Professor and Chair, Department of Special Education & Disability Studies, The George Washington University
"This book is long overdue . . . A must read for individuals who have a shared responsibility for ensuring successful transition for all youth, particularly those who are culturally and linguistically diverse."

Series Preface
Editorial Advisory Board
About the Author
Preface
Acknowledgments

1. Challenges Faced by Culturally and Linguistically Diverse Families and Youth with Disabilities During the Transition Years

What Is Meant by the Terms Cultural Diversity and Cultural and Linguistic Diversity?
What Are the Effects of Low Socioeconomic Status and Poverty on the Transition Experiences of CLD Youth with Disabilities?
What Are the Experiences of CLD Families of Youth with Disabilities in the Transition Planning Process?

2. Culturally Responsive Transition Planning and Recommended Practices

What Are the Key Elements and Skills Involved in Culturally Responsive Collaboration in Special Education?
What Are Recommended Practices in Culturally Responsive Transition Planning with CLD Families of Youth with Disabilities, and What Do These Look Like in Public Schools?

3. Transition Individualized Education Programs and Summary of Functional Performance Documents for Culturally and Linguistically Diverse Family Examples

What Is the Rationale for Writing IEPs and SOPs for Youth with Disabilities?
What are the Legal Requirements of IDEA 2004 with Respect to Transition IEPs and SOPs?
How Can Special Education and Transition Personnel Conduct Transitions Assessments to Obtain Information Needed for Writing Culturally Responsive IEPS and SOPs?
What Types of Transition Programs and Services Are Available in High School and Beyond that Meet the Needs of CLD Families and Youth with Disabilities?
What Are Examples of Quality, Culturally Responsive IEPs and SOPs?

4. The Role of Teacher Leadership in Promoting Organizational Change and Successful Transition for Culturally and Linguistically Diverse Youth with Disabilities

What Is the Definition and Characteristics of Teacher Leadership?
How Can Teacher Leadership Be Promoted in Public Schools?
What Strategies Can Be Used by Teacher Leadership to Promote Organizational Change in Their Schools or Districts?

5. Epilogue: What Do We Know, What Have We Learned, and Where Do We Go from Here to Help Culturally and Linguistically Diverse Families and Youth with Disabilities in the Transition Process

What Do We Know About the Transition Experiences of CLD Families and Youth with Disabilities?
Where Do We Go from Here?

References
Index

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