02/20/2009© Texas Education Agency1 Multicultural Issues and Trends in Transition Planning Working with CLD Families and Students with Disabilities Presentation to Texas Statewide Transition Network February 20, 2009 via T.E.T.N.

02/20/2009© Texas Education Agency2 Cultural Considerations Data Trends Components of Culture Cultural Considerations and Transition Planning Cultural Reciprocity

02/20/2009© Texas Education Agency3 Educational Statistics Trends to 2017

02/20/2009© Texas Education Agency4

02/20/2009© Texas Education Agency5 Educational Statistics Trends to 2017

02/20/2009© Texas Education Agency6 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.)

02/20/2009© Texas Education Agency7 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 Islanders

02/20/2009© Texas Education Agency8 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

02/20/2009© Texas Education Agency9 Culture and Transition Planning Outcomes for students with disabilities are most successful when IEP planning involves the family and considers the family’s cultural values and beliefs. (Kim & Morningstar, 2005; Artiles, Trent, and Palmer, 2004)

02/20/2009© Texas Education Agency10 CLD Students in Transition Culture is defined as the shared norms, values, beliefs, behaviors, traditions, ideals, and rules followed by a group of people over time (Lim, 2001; Timm, 1996).

02/20/2009© Texas Education Agency11 Culture and Its Impact Surface 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

02/20/2009© Texas Education Agency12 Culture and Its Impact Surface 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)

02/20/2009© Texas Education Agency13 Cultural Mismatch Surface Structure of Individual and Organization Deep Structure of Individual and Organization (Riehl, 2000; REACH Centre, 1992)

02/20/2009© Texas Education Agency14 Cultural Issues and Transition

02/20/2009© Texas Education Agency15 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

02/20/2009© Texas Education Agency16 Cultural Issues and Transition

02/20/2009© Texas Education Agency17 Parental Involvement Parental involvement in transition has positive impact: –post-school outcomes for employment –post-secondary education –independent living –academic achievement

02/20/2009© Texas Education Agency18 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 families Geenen, S., Powers, L., & Lopez-Vasquez, A. (2001). Multicultural aspects of parental involvement in transition planning. Exceptional Children, 67 (2),

02/20/2009© Texas Education Agency19 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 families Geenen, S., Powers, L., & Lopez-Vasquez, A. (2001). Multicultural aspects of parental involvement in transition planning. Exceptional Children, 67 (2),

02/20/2009© Texas Education Agency20 Cultural Issues and Transition 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)

02/20/2009© Texas Education Agency21 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)

02/20/2009© Texas Education Agency22 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.

02/20/2009© Texas Education Agency23 Cultural Reciprocity and Transition Culture Reciprocity is trying to get us from overt professionals to subtle professionals.

02/20/2009© Texas Education Agency24 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? 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.

02/20/2009© Texas Education Agency25 Cultural Reciprocity 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.?) 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.

02/20/2009© Texas Education Agency26 Cultural Reciprocity 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? 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.

02/20/2009© Texas Education Agency27 Cultural Reciprocity 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.

02/20/2009© Texas Education Agency28 Cultural Humility Our ultimate goal of cultural reciprocity should be to become professionals that practice cultural humility. Cultural humility incorporates a lifelong commitment to self evaluation and self-critique, to redress the power imbalances in the provider-client dynamic, and to develop mutually beneficial and non-paternalistic advocacy partnerships with communities on behalf of individuals and defined 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),

02/20/2009© Texas Education Agency29 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