Transition of culturally and linguistically diverse youth with disabilities: Challenges and opportunities

2014 ◽  
Vol 40 (3) ◽  
pp. 239-245 ◽  
Author(s):  
Gary Greene
Keyword(s):  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Youth With Disabilities ◽  
Challenges And Opportunities ◽  
Diverse Youth

District Implementation of Research-Based Practices for Transition Planning With Culturally and Linguistically Diverse Youth With Disabilities and Their Families

2018 ◽  
Vol 42 (2) ◽  
pp. 77-86 ◽  
Author(s):  
June E. Gothberg ◽  
Gary Greene ◽  
Paula D. Kohler
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Transition Planning ◽  
Linguistically Diverse ◽  
Transition Services ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Future Research ◽  
Youth With Disabilities ◽  
Research Based Practices

Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain subpopulations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer transition outcomes of CLD youth with disabilities compared with their White peers with disabilities and identify 11 research-based practices (RBPs) for supporting CLD youth with disabilities and their families during the transition planning process. A study is subsequently described involving the development and implementation of a survey measuring the degree to which these 11 RBPs are being implemented in public school districts. The survey was administered during 2011 to 2016 to interdisciplinary transition teams representing more than 90 school districts in the United States who were attending state capacity-building transition services training institutes. Group consensus was sought on the 11 items appearing on the survey. Results from the study found that most school districts were not implementing any of the RBPs to any significant degree, school staff were in need of cultural competence professional development training, CLD families of transition-aged youth with disabilities lacked access to quality resources and supports, and CLD youth with disabilities lacked opportunities to strengthen their self-determination skills. Implications for practice and future research on this topic is presented and discussed.

scholarly journals The Hidden Curriculum of Monolingualism: Understanding Metonymy to Interrogate Problematic Representations of Raciolinguistic Identities in Schoolscapes

2021 ◽  
Vol 23 (1) ◽  
pp. 67
Author(s):  
Steve Daniel Przymus ◽  
Gabriel Huddleston
Keyword(s):  
Media Literacy ◽  
Hidden Curriculum ◽  
Negative Impact ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Linguistic Landscape ◽  
Critical Race ◽  
The Status ◽  
Landscape Research ◽  
Diverse Youth

Choices regarding how signs are displayed in schools send messages regarding the status of languages and speakers of those languages.  The monolingual paradigm can be implicitly reified by the position, shape, color, etc. of languages in relation to English on school signage (Author & Co-author, 2018).  This can have a negative impact for culturally and linguistically diverse youth.  In combining critical race media literacy with linguistic landscape research, we uncover a hidden media of raciolinguistic ideologies (Alim, 2016), and confront the hegemony found on some of the most overlooked and under questioned representations of media - signs in schools.

Decline in enjoyment of physical education among culturally and linguistically diverse youth

2013 ◽  
Vol 1 (4) ◽  
pp. 408 ◽  
Author(s):  
Dean A. Dudley ◽  
Anthony D. Okely ◽  
Philip Pearson ◽  
Peter Caputi ◽  
Wayne G. Cotton
Keyword(s):  
Physical Education ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Youth

Culturally and Linguistically Diverse Populations: Serving GLBT Families in Our Schools

2009 ◽  
Vol 16 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Ashley M. Frazier
Keyword(s):  
Sexual Orientation ◽  
Cultural Competence ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Cultural Issues ◽  
Willingness To Disclose ◽  
Bisexual And Transgender ◽  
Societal Changes

Abstract School speech-language pathologists (SLPs) are increasingly likely to serve children of gay, lesbian, bisexual, and transgender (GLBT) parents or GLBT students as cultural and societal changes create growth in the population and increased willingness to disclose sexual orientation. The American Speech-Language-Hearing Association (ASHA) has a progressive nondiscrimination statement that includes sexual orientation as a protected status and strongly urges the membership to develop cultural competence as a matter of ethical service delivery. The purpose of this article is to describe cultural competence in relation to GLBT culture, discuss GLBT parent and student cultural issues as they are important in parent-school or student-school relations, and to provide suggestions for increasing sensitivity in these types of interactions. A list of resources is provided.

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