Students with disabilities from culturally and linguistically diverse backgrounds often experience barriers and inequities in transition supports and services due to the cultural mismatch of beliefs, values, and expectations between their families and their schools. Though transition planning was designed for students and families to provide input, there is often a lack of space for the family to share their voice and long-term goals in the decision-making process. Through culturally responsive transition individualized education programs, in combination with a person-centered framework, bridging partnerships between the student, family, communities, and schools can be accomplished and built for sustainability. In urban settings and communities, these boundary-crossing collaborations for students with disabilities and their families could be more complex, as additional factors in urban schools are presented. This article presents a practical tool that could guide educators and families from cultural and linguistically diverse backgrounds into depth and breadth in transition individualized education program (IEP) development.
Role of Individualized Education Programs for Access to General Curriculum for Students with disabilities
