Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Developing Culturally Responsive Transition Plans Using the Indicator 13 Checklist

  • Allison R. Walker, Ph.D. (Author) University of North Carolina at Wilmington image/svg+xml
    Allison R. Walker, Ph.D., is an assistant professor in the Department of Early Childhood, Elementary, Middle, Literacy, and Special Education at the University of North Carolina Wilmington, Wilmington, NC. She has taught a variety of courses related to special education, transition, and effective instructional practices. Dr. Walker’s research agenda focuses on the transition of students with high-incidence disabilities into employment, post-secondary education, and independent living with a concentration on diversity in transition, specifically the self-advocacy skills of students with disabilities from minority backgrounds. Dr. Walker was a transition support teacher for several years in Germantown, Maryland where she provided transition services to both the high and low-incidence population of students with disabilities. In addition, she worked as a transition specialist for George Mason T/TAC where she provided transition services for Region 4 in the state of Virginia. She has also worked with the National Technical Assistance Center on Transition (NTACT) (formally known as the National Secondary Transition Technical Assistance Center) where she helped to develop the Indicator 13 Checklist to ensure that transition plans for students with disabilities ages 16 and older are in compliance with federal guidelines.
  • Alicia Brophy-Dick, Ph.D. (Author) University of North Carolina at Wilmington
    Alicia Brophy-Dick, Ph.D., is an assistant professor within the Watson College of Education at the University of North Carolina Wilmington. She holds a M.Ed. in Special Education and B.S. in Speech-Language Pathology/Audiology; both from Auburn University. Prior to pursing her doctorate, Brophy-Dick spent 10 years as a special education teacher in Montgomery County, MD and Cabarrus County, NC. She taught students within general and adapted curriculums; and across grades K-12. Additionally, she served as the Mainstream Coordinator for a middle and high school self-contained program expressly for students with severe emotional and behavioral disabilities. Her areas of research have developed in response to challenges she faced as an educator in meeting the academic, social, and emotional needs of her students and their families. Her research is focused on parent-school collaboration, social skill instruction, assessment, crisis intervention/prevention, transition, and academic/behavioral interventions for culturally and/or linguistically diverse students with or at-risk for mild to moderate disabilities. Currently, Dr. Brophy-Dick is the Past-President for the North Carolina Council for Exceptional Children, and the Parliamentarian of the North Carolina Division of Autism and Developmental Disabilities.
DOI
https://doi.org/10.64546/jaasep.392
Abstract
Research has shown that there are consistently poor post-school outcomes for students with disabilities, especially for students from culturally and linguistically diverse (CLD) backgrounds. Therefore, it is important for educators to develop culturally responsive transition plans for youth from CLD backgrounds that address their needs. Professionals working with this population can also benefit from using the National Secondary Transition Technical Assistance Center’s (NSTTAC) Indicator 13 checklist when developing these transition plans. Using a vignette, this article outlines a step-by-step process for familiarizing oneself with the Indicator 13 checklist, identifying one’s own cultural values and the family’s values, and identifying the difference between the educator’s and family’s values as a suggested practice for developing a cohesive and culturally responsive transition plan.
Keywords
Check Lists, Cultural Influences, Cultural Relevance, Culturally Relevant Education, Family Influence, Individualized Education Programs
References

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There are 24 references in total.
How to Cite
Walker, A. R., & Brophy-Dick, A. (2019). Developing Culturally Responsive Transition Plans Using the Indicator 13 Checklist. Journal of the American Academy of Special Education Professionals, 14(2), 15-32. https://doi.org/10.64546/jaasep.392

Spring/Summer 2019

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  • Article Type Articles
  • Submitted April 10, 2019
  • Published June 15, 2019
  • Issue Spring/Summer 2019
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