Meeting Family Needs: Culturally Meeting Family Needs: Culturally

Sensitive Approaches to TransitionSensitive Approaches to Transition

Juan Portley, M.EdSpecial Education

University of Oklahoma

OutlineOutline• IEP/Transition Req.

• Barriers to Participation

• Dichotic Paradigm

• CLD Over-generalization

• Self-Determination

• Transition Planning Process

• History of Marginalization

• Poverty, Isolation, & Low SES

• Family Involvement/Sensitive Approaches

• Future Practice and Conclusion

IEP/Transition IEP/Transition RequirementsRequirements

• Intent of IDEA 2004– Purpose of IDEA?– Family collaboration & student input– Meeting mandates does not equate

to positive outcomes

• Typical IEP/Transition Process– Research (Martin et al., 2004)

Barrier to ParticipationBarrier to Participation

Myths:Myths:• School staff perception of

parent competence

• Parents as too emotionally

involved

• System is too complex

• Personnel attitudes

Why the Dichotic Why the Dichotic Paradigm?Paradigm?

Attempt to be “culturally sensitive” to explain the lack of postsecondary achievement of American minority groups.

Poor postsecondary outcomes– 40% of Native American students exit high school early.

– Only 40% of graduating NA students enter postsecondary

ed.

– Postsecondary retention rate are approx. 15%

– Graduate degrees: approx. 1%

U.S. Dept. of Education, (2002).

Successful IndividualsSuccessful Individuals

• Longitudinal studies

• Long term benefit

• Link to SD components

• Self-awareness/Self-

efficacy, Problem Solving

• Reframing SD

Research ReviewResearch Review• Longitudinal studies:

– Adults with a variety of disabilities• (LD,MR,EBD,ODD,Autism, etc.)

– Successful adults were found to have higher levels of self-determination skills.

– Set goals and used strategies• Flexibility, perseverance, self-esteem, etc.

– Were more proactive across environments.• Social/Family/Work, etc.

Gerber, Ginsberg, & Reiff (1992); Goldberg, Higgins, Raskind, & Herman, (2003); Raskind, Goldberg, Higgins, & Herman (2002); Wehmeyer & Swartz (1997); Wehmeyer & Palmer, (2003)

Self-Determination Self-Determination ComponentsComponents

• Self-awareness

• Self-advocacy

• Self-efficacy

• Decision-making

• Independent performance

• Self-Evaluation

• Adjustment

Martin & Marshall, (1996)

SD Mismatch with CLDSD Mismatch with CLD

• Cultural barriers

• Differences exist in cultural expectations

• Interdependence v. Independence

Leake & Black, (2005); Wehmeyer, Agran, & Hughes, (1998)

Postsecondary SuccessPostsecondary Success

• Levels of SD and

work behaviors

– Social Class

• Employer demands

– Pre-requisites

– Soft Skills

Proposed Alterations to Proposed Alterations to TransitionTransition

• Focus more on

Interdependence

• Focus less of self-awareness

• Consult with family more

than student

• Be culturally sensitive

– What does this look like?

National Parent-Teacher National Parent-Teacher PracticesPractices

• Promote school-community communication

• Support parenting skills development

• Recognize the parents role as teachers

• Welcome parents and utilize their efforts expertise

• Treat parents as full partners

• Use and collaborate with community resources

PTA, 1997

Begin Early!!!Begin Early!!!

• Current Dropout Issues

• What factors exist for

minorities that might

correlate with attrition

rates?

– Ex: Poverty

Transition Planning Transition Planning ProcessProcess

• Define your values

– Time spent before, during, or after the process.

– Who knows the answers?

– Who’s goals are followed?

– How do you define the goals?

– What assessments?

– How are they administered?

Transition Planning Transition Planning ProcessProcess

• Define Success:

– Who’s involved?

– Who’s values?

• Be Flexible with time/input

– Time spent up front saves in the end.

– Does all input require verbal interaction

• Identify Cultural Barriers

Gather Relevant Gather Relevant information:information:

• Discussion points prior to meeting

– Hopes for student’s future

– Past experience in working with school and

planning

– Experience with ancillary staff and services

– Areas of sensitivity for personnel awareness

Defur et al. 2001

Family FindingsFamily Findings

• Desires a sense of normalcy

• Need for personnel who listens

• Parents wanted respect

• Opportunity to build trust

• Felt blamed

• Empathize with individual

circumstances

Defur et al. (2001)

Reality for American Reality for American MinoritiesMinorities

– Native Americans• Unemployment rate 77%• Highest dropout rate 44%

Navajo Nation Census (2000)

Pervasive Barriers– Lowest GNP– Alcoholism– Teen pregnancy– Depression– Academic & Vocational apathy

Who’s Culture is CLD?Who’s Culture is CLD?

• Mostly Hawaiian, Pacific Islander, Asian used for

inference.

AssumptionLit. uses N.A. vaguely to point out interdependency to the tribe.

Preface statements with “may” exist, occur, be found, or happen…(?)

Black et al., (2003); Leake & Black, (2005); Leake et al., (2006)

Over-generalized InferencesOver-generalized Inferences

Are collectivistic characteristics innately cultural?

PovertyPoverty

• Historic marginalization

– Slavery

– Boarding schools

– Fragmented family structures

– Immigration

– Internalized low self-identity

– Limited financial resources

Poverty and IsolationPoverty and Isolation

• Communal living

• Interdependence

• Limited access

• Process-orientation

• Limited vocation opportunities

Low SES FactorsLow SES Factors

• Less verbal interaction

• Less explicit maternal “teaching”

• Less positive beliefs for confidence in ability to

impact child’s behavior

• Living conditions (space, transportation, child-

care, etc.)

• Low employment rate

• High single-parent homesBrinker, Seifer, & Sameroff, (1994)

Who’s at Risk?Who’s at Risk?

• Irregular attendance

• 2 or more years below grade level

• Disinterested in school

• Low income

• Overage for their grade

• Discipline problems

• © Schargel Consulting

Educational HistoryEducational History

Black Americans– Slavery

• Destruction of family/culture/language, etc.

– Educational Segregation • (Brown, 1954; Larry P., 1979)

– Segregated settings: NLTS2 & Res.• Higher rates of segregated settings• Disproportionate diagnosis

– 2/3 the rate of expectation.

Harry & Anderson, (1994)

Educational HistoryEducational History

Native AmericansNative Americans

– Westward Expansion• Removal of tribe community

– Generational Trauma• Unemployment, high abuse rates

– Lack of Educational History• Boarding schools

Carlisle Indian SchoolCarlisle Indian School

• “The common schools are the stomachs of the country in which all people that come to us are assimilated within a generation.”

Unknown

Carlisle Indian School (1879-Carlisle Indian School (1879-1918)1918)

• “When a lion eats an ox, the lion does not become an ox, but the ox becomes the lion.”

Unknown

Rare DataRare Data

• 75% Apache youth with and without LD resided at home

• 71% of participants with disabilities were unemployed

• 78% of general. ed. school leavers reported substance abuse

• 46% reported being arrested

Ramasamy et al. (2003)

Minority Parental ExpectationMinority Parental Expectation

• Desire more active role in the decision making process (Blue-Banning et al., 2002).

• Minority parents rated higher than Anglo parents on

school involvement (Geenen et al., 2006).

• Minority parents want their children to be successful

and attain self-sufficiency (Geenen et al., 2002).

Five Sub-themes: Five Sub-themes: What makes a differenceWhat makes a difference

• Communication: Listen/Learn

• Collaboration: Invite/Open environment

• Connection: Equity

• Caring: Empathy

• Celebration: Expression

Defur et al. (2001)

Culturally Sensitive Culturally Sensitive ApproachesApproaches

• Appreciate the uniqueness in each family.

• Be aware of the influence of your role as a professional.

• Acknowledge your own cultural biases.

• Seek new understanding of cultures.

• Develop an awareness of cultural norms.

• Learn with families.

Dennis & Giangreco (1996)

Recommendations for Recommendations for Improving PracticeImproving Practice

• Examine minority parent and student post-school expectations

• Explore factors effecting minority academic apathy

• Examine teacher academic and post-school expectations

• Constant transition program development/improvement

ConclusionConclusion

• Establish open communication

• Be welcoming to differences

• Teacher Preparation:

– Quality mentoring for

teachers/students/families

– Adopt reflective approaches for

teaching cultural reciprocity with family

collaboration.

ConclusionConclusion (cont).(cont).• KeysKeys

– Begin early!– Establish quality leadership/vision