MEANINGFUL TRANSITION PLANNING FOR CULTURALLY & LINGUISTICALLY DIVERSE YOUTH WITH DISABILITIES AND THEIR FAMILIES Presented in Collaboration Open Doors for Multicultural Families CENTER FOR CHANGE IN TRANSITION SERVICES

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SPEAKER Ginger Kwan Open Doors for Multicultural Families Executive Director

WEBINAR SERIES TOPICS

Identify the significance of the problem with achievement gaps Identify at least 3 common challenges experienced by CLD families Identify various ways disengagement impacts successful outcomes Identify at least 3 strategies to increase professional and agency capacity OBJECTIVES

PLEASE GET A PIECE OF PAPER IMPLICATION FOR PRACTICE Take notes on implication for your own practice as we go through the webinar! We will ask you to share using chat box!

WA SPECIAL EDUCATION STUDENT DEMOGRAPHICS (2014) Resource: OSPI (2014) State Nov 2014 Federal LRE and Child Count DataState Nov 2014 Federal LRE and Child Count Data

WA STATE SPECIAL ED POSTSECONDARY OUTCOME DATA Resource: Post-School Outcome Data

POSTSECONDARY OUTCOMES GRADUATION & DROPOUT EthnicityGraduation RateDropout Rate American Indian/ Native Alaskan75.8%24.2% Asian87.7%12.3% Black/African American77.2%22.8% Hispanic/Latino76.3%23.7% Caucasian/White80.5%19.5% Native Hawaiian/Pacific Islander72.3%27.7% Multiracial79.5%20.5% Overall79.5%20.5% Resource: Post-School Outcome Data

POSTSECONDARY OUTCOMES EMPLOYMENT Resource: Post-School Outcome Data

POSTSECONDARY OUTCOMES EDUCATION/TRAINING Resource: Post-School Outcome Data

POSTSECONDARY OUTCOMES AGENCY CONNECTIONS EthnicityConnection Rate American Indian/ Native Alaskan23.6% Asian33.3% Black/African American21.2% Hispanic/Latino19.6% Caucasian/White26.0% Native Hawaiian/Pacific IslanderToo few to report Multiracial26.8% Overall24.8% Resource: Post-School Outcome Data

Why do we need to engage families in transition planning process?

FRAME WORKS FOR FAMILY ENGAGEMENT References: National Collaborative on Workforce and Disability. The Guidepost for SuccessNational Collaborative on Workforce and Disability. The Guidepost for Success School Preparation Career Preparation Youth Development & Leadership Connecting Activities Family Involvement Successful Transition

FRAME WORKS FOR FAMILY ENGAGEMENT References: National Collaborative on Workforce and Disability. The Guidepost for SuccessNational Collaborative on Workforce and Disability. The Guidepost for Success Set high expectations based on student’s strength and interests Support student to achieve independence Access to transition related information & resources Actively participate in the transition planning Be knowledgeable of rights and responsibilities under different laws, regulations for programs and services.

ENGAGING CLD FAMILIES Set high expectations based on student’s strength and interests Support student to achieve independence Access to transition related information & resources Actively participate in the transition planning Be knowledgeable of rights and responsibilities under different laws, regulations for programs and services. Can professionals expect the same roles and responsibilities to CLD families? What might CLD parents experience if they don’t see themselves capable of fulfilling these roles and responsibilities?

Values, beliefs & perceptions on disabilities Ethnic community’s views on disabilities Cultural acculturation Religious practices & spirituality Gender norms Source: Open Doors for Multicultural Families Resource: Greene (2014) Transition of culturally and linguistically diverse youth with disabilities: Challenges and opportunities FACTORS INFLUENCING CLD FAMILY ENGAGEMENT

FACTORS CONTINUED …  Family hierarchy: who makes the life decision for the person with disabilities  System services mismatch family’s beliefs: e.g., Independent Living vs. Co- dependent Living Source: Open Doors for Multicultural Families Resource: Greene (2014) Transition of culturally and linguistically diverse youth with disabilities: Challenges and opportunities

COMMON CHALLENGES FOR CLD FAMILIES  Language Barriers  Lack of competent interpreters  Written materials are not available in their primary languages  Jargon  Cross cultural miss communication  Systemic barriers  Financial/economic benefit to the family.  Work environment/support system at work.  Family legal status  Cultural Bias from professionals  Professional’ views and beliefs on the person with disabilities from different cultural background.  Gatekeeper and cherry picking.  Systems and services lack of cultural capacity Source: Open Doors for Multicultural Families Greene (2011). Transition Planning for Culturally & Linguistically Diverse Youth

BUILDING TRUSTING RELATIONSHIP: WHAT ARE YOU WILING TO DO?

HOW CAN WE INCREASE OUR CAPACITY TO BETTER ENGAGE DIVERSE FAMILIES? SYSTEM ORGANIZATION INDIVIDUAL

STRATEGIES OF INCREASING CULTURAL COMPETENCE: PERSONAL LEVEL Resource: Open Doors for Multicultural Families, adapted from Pleet-Odle, 2015, Inclusion Focused Coaching

WHAT CAN INDIVIDUALS DO TO IMPROVE THEIR CAPACITY?  Use self-assessment tools to determine your cultural sensitivity  Reflect on your attitudes & expectations about other cultures and…  Understand how personal views, values and beliefs shape personal attitudes & expectations  Be curious and open to learning other cultures and increasing cultural knowledge Resource: National Center for Cultural Competence Self-AssessmentNational Center for Cultural Competence Self-Assessment

WHAT CAN INDIVIDUALS DO TO IMPROVE THEIR CAPACITY?  Gain awareness of differences in Cross-Cultural Communication  Strengthen connection with community-based organization that supports CLD population  Realize working with CLD families requires more time  Provide language access and support to CLD families  Be an advocate for CLD families  Explore resources to meet unique needs of CLD families Resource: National Center for Cultural Competence Self-AssessmentNational Center for Cultural Competence Self-Assessment Kim (2005). Transition Planning Involving Culturally and Linguistically Diverse Families

WHAT CAN ORGANIZATIONS DO TO IMPROVE THEIR CAPACITY?  Providing staff development opportunities  Consulting with a specialists to train staff  Sending staff to a conference / workshops  Encourage staff to present at conferences  Hire bicultural/bilingual staff  Establish collaborative network with community based organizations Resources: National Center for Cultural Competence Cultural & Linguistic Competence Assessment for Disability Organizations Cultural and Linguistic Competence Family Organization Assessment Instrument Organizational structure needs to reflect values for cultural competence by:

HOW CAN THE DISABILITY SERVICE SYSTEM BE MORE CULTURALLY AND LINGUISTICALLY RESPONSIVE?  Collect demographic data and analyze the number of program and services’ recipients.  Conduct organizational assessment  Adopt a working Language Access Plan  Be knowledgeable about how policy change impacts CLD families Resources: Dept of Justice (2011) Language Access Assessment & Planning ToolDept of Justice (2011) Language Access Assessment & Planning Tool

RESOURCES  National Collaborative on Workforce and Disability  National Center for Cultural Competence  Greene, G. (2011). Transition Planning for Culturally and Linguistically Diverse Youth  Dept of Justice (2011) Language Access Assessment & Planning Tool essment_and_Planning_Tool.pdf essment_and_Planning_Tool.pdf

REFERENCES  Greene, G. (2014). Transition of culturally and linguistically diverse youth with disabilities: Challenges and opportunities. Journal of Vocational Rehabilitation, 40(3), doi: /JVR  Greene, Gary. (2011). Transition Planning for Culturally and Linguistically Diverse Youth. Brookes Transition to Adulthood Series. Brookes Publishing Company. Baltimore, MD  Kim, K. & Morningstar, M. E. (2005). Transition planning involving culturally and linguistically diverse families. Career Development for Exceptional Individuals, 28(2),

CONTACTS CENTER FOR CHANGE IN TRANSITION SERVICES Open Doors for Multicultural Families

DISCLAIMER This webinar series are developed under a grant from the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS), #H235F The contents of this website do not necessarily represent the policy or reflect the views of the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS). No official endorsement by the Federal Government should be inferred.

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