Empowering Equity in Postsecondary Transition for Marginalized Culturally and Linguistically Diverse Students with Disabilities by Implementing a Culturally Responsive Summary of Performance Teacher Training and Support Program

<p>Marginalized culturally and linguistically diverse students with special needs often struggle after high school. Many special educators are unaware of legal mandates and best practice in postsecondary transition, especially the intricate needs when working this group. The culturally responsive Summary of Performance (CRSOP) training and support program was designed to inform and support teachers in self-determination and culturally responsive practices while transitioning students from high school. Five teachers and seven students in a large urban district were interviewed and surveyed before and after the CRSOP training and support program to evaluate the effectiveness of the CRSOP teacher training. Teachers reported increased knowledge of legal requirements, resources, and methods of best practice. Specifically, after the training teachers increased the number of transition components they implemented and began to explicitly teach self-determination skills and culturally responsive methods with their students and families. Students demonstrated self-determination skills and cultural issues in their student presentations and SOP meeting. Although time continues to be reported as a barrier to implementing a CRSOP, teachers found the SOP document more manageable than the traditional Individualized Education Plan (IEP) and they found the student presentations provided students and families with a clear plan after high school. Overall, teachers reported postsecondary transition for marginalized CLD students with disabilities should address the individual needs of this group, rather than completing the same transition for all students based on the Eurocentric values commonly promoted in education. Equity for marginalized CLD students means working with the students in a culturally responsive framework of race and ethnicity, economic levels, gender, disability, and urbanicity. Working with students on communication skills, such as code-switching, allows teachers to explicitly work with students in a culturally responsive manner. Finally, by implementing the CRSOP the teachers reported a positive change in their relationship with the student and the families. The CRSOP was reported to be beneficial for teachers, students, and their families in transition assessment and planning.</p>

Name thesis:degree_name

Doctor of Education (Ed.D.)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Learning and Instruction

Year dc:date.available

2012

Author dc:creator

• Jez, Rebekka Joanne

Contributors dc:contributor

• Robert Burns
• Kevin Oh
• Noah Borrero

• Culturally and Linguistically Diverse
• Cultural Responsiveness
• Postsecondary Transition
• Self-determination
• Special Education
• Urban Education
• Education
• Secondary Education and Teaching
• Teacher Education and Professional Development

Repository record dc:identifier

https://repository.usfca.edu/diss/24

OAI identifier oai:identifier

oai:repository.usfca.edu:diss-1025