Perceptions of Culturally and Linguistically Diverse Exceptional Students Regarding Their Individual Transition Plans
Saved in:
| Title: | Perceptions of Culturally and Linguistically Diverse Exceptional Students Regarding Their Individual Transition Plans |
|---|---|
| Language: | English |
| Authors: | Develyn Biagas, Belva C. Collins, LaSheba W. Hilliard |
| Source: | Preventing School Failure. 2025 69(3):256-265. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Student Diversity, Transitional Programs, Individualized Transition Plans, Language Minorities, Cultural Differences, Minority Group Students, Cultural Influences, Gender Differences, Nontraditional Education, Student Attitudes, Urban Schools, Racial Differences, Instructional Program Divisions, Ethnicity, High School Students |
| Geographic Terms: | California |
| DOI: | 10.1080/1045988X.2024.2431977 |
| ISSN: | 1045-988X 1940-4387 |
| Abstract: | Culturally and Linguistically Diverse Exceptional (CLDE) students represent a vulnerable demographic often underserved in high school transition services. These students, who have diverse backgrounds and learning exceptionalities, face significant disparities in post-secondary outcomes. Specifically, CLDE students with Learning Disabilities (LD) exhibit lower rates of employment, post-secondary education attendance, and independent living outcomes. In alternative schools, students of color and those from low-income backgrounds are disproportionately represented and often encounter structural inequities that hinder their educational success. These settings may perpetuate marginalization, particularly in special education services and transition planning. This study explored the perceptions of secondary CLDE students with LD regarding their transition planning process, comparing their views with the actual ITP documents to assess alignment and effectiveness. Survey responses and student interviews revealed that most secondary CLDE students with LD at an alternative high school had positive perceptions of their Individualized Transition Plan (ITP) process, feeling involved and supported. The ITP, a critical component of the Individualized Education Plan (IEP), is intended to guide students' post-secondary goals. However, research indicates that ITPs for CLDE students are frequently generic and culturally exclusive, resulting in insufficient preparation for future success. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494406 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Culturally and Linguistically Diverse Exceptional (CLDE) students represent a vulnerable demographic often underserved in high school transition services. These students, who have diverse backgrounds and learning exceptionalities, face significant disparities in post-secondary outcomes. Specifically, CLDE students with Learning Disabilities (LD) exhibit lower rates of employment, post-secondary education attendance, and independent living outcomes. In alternative schools, students of color and those from low-income backgrounds are disproportionately represented and often encounter structural inequities that hinder their educational success. These settings may perpetuate marginalization, particularly in special education services and transition planning. This study explored the perceptions of secondary CLDE students with LD regarding their transition planning process, comparing their views with the actual ITP documents to assess alignment and effectiveness. Survey responses and student interviews revealed that most secondary CLDE students with LD at an alternative high school had positive perceptions of their Individualized Transition Plan (ITP) process, feeling involved and supported. The ITP, a critical component of the Individualized Education Plan (IEP), is intended to guide students' post-secondary goals. However, research indicates that ITPs for CLDE students are frequently generic and culturally exclusive, resulting in insufficient preparation for future success. |
|---|---|
| ISSN: | 1045-988X 1940-4387 |
| DOI: | 10.1080/1045988X.2024.2431977 |
