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ERIC Number: EJ1295792
Record Type: Journal
Publication Date: 2021
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0040-0599
EISSN: N/A
Guiding Questions for a Culturally Responsive Framework during Preemployment Transition Services
Brown Ruiz, Amber; Scott, LaRon A.
TEACHING Exceptional Children, v53 n5 p369-375 May-Jun 2021
Many secondary educators, rehabilitation counselors, and transition teams lack adequate preparation to collaborate while delivering preemployment transition services (pre-ETS) to culturally and linguistically diverse (CLD) students (Benitez et al., 2009; Neubert et al., 2018). Hence, there is a need to ensure service providers (e.g., secondary special education teachers, vocational rehabilitation counselors, and transition specialists) have the necessary skills to collaborate using culturally responsive practices in delivering pre-ETS to CLD students with disabilities (SWDs). The guiding questions and scenarios in this article are framed in a way that will allow education teams to consider ways to collaborate using a critically conscious approach to support CLD students. As seen through the vignettes, service providers must hold each other accountable at every stage of planning pre-ETS for CLD SWDs to develop culturally responsive transition plans, emphasizing critical consciousness. Critical consciousness can advance foundational practices for transition teams to collaborate at the professional level and with the student and family.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A