Welcome Transition 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 University Susan 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 culture 1.Languages 2.Values 3.Beliefs 4.Behaviors 5.Generational status 6.Gender 7.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 box Jennie will pose questions to Dr. Greene Harry, 2008

Thank you! Contact us with any questions Michigan – please contact Laurie Bradley Utah – please contact Susan Loving See you again in March! Harry, 2008