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Cultural and Linguistic Diversity:
Implications for Transition Personnel

Prepared by:

David Leake
Rhonda Black

October 2005

Permission is granted to duplicate this publication in its entirety or portions thereof. This publication is not availabe in print. Upon request, this publication will be made available in alternate formats. To request an alternate format, please contact:

Institute on Community Integration Publications Office
109 Pattee Hall, 150 Pillsbury Drive SE
Minneapolis, MN 55455
(612) 624-4512

This document was published October 2005 by the National Center on Secondary Education and Transition (NCSET). NCSET is supported through a cooperative agreement #H326J000005 with the U.S. Department of Education, Office of Special Education Programs. Opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education Programs, and no official endorsement should be inferred. The University of Minnesota, the U.S. Department of Education, and the National Center on Secondary Education and Transition are equal opportunity employers and educators.

Table of Contents

Part I – Essential Tool Overview
Key Questions
Intended Audience
How This Essential Tool Is Organized
Ensuring Practices Presented Are Evidence-Based

Part II – CLD Youth with Disabilities in Transition
Statistical Comparisons of Ethnic/Racial Groups
Strengths to Build On for Transition Success
Challenges Commonly Faced by CLD Youth with Disabilities in Transition

Part III – Continuum of “Individualistic” and “Collectivistic” Values
Alternative Views of People as Independent or Interdependent
Contrasts Between Individualistic and Collectivistic Values
Implications for Transition Personnel: The Example of Self-Determination
Youth and Family Involvement in the Transition Planning Process

Part IV – The Culturally Sensitive Individualization of Services and Supports
Cultural Reciprocity
Person-Centered Planning


Other Resources Available on the Internet
Assistive Technology
Career Development and Employment
Cultural Competence
Dropout Prevention
Financial Supports
Limited English Proficiency
Person-Centered Planning
Positive Behavioral Supports
Postsecondary Education
Self-Determination and Self-Advocacy
Social Inclusion
Strengths-Based Assessment

E-mail this page
Download PDF
592 KB, 60 pages
Acrobat Reader required

Leake, D., & Black, R. (2005). Essential tools: Cultural and linguistic diversity: Implications for transition personnel. Minneapolis, MN: University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition.

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