Transition to adult life for students who are Black and have disabilities: What do we know and what do we need to know?
BACKGROUND: Although there is considerable research that has identified effective strategies to support the transition from school to adult life for young adults with disabilities, post-school outcomes for culturally linguistically or economically diverse (CLED) students with disabilities, particula...
| Publicado en: | Journal of Vocational Rehabilitation Vol. 45; no. 2; pp. 149 - 159 |
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| Autores principales: | , , |
| Formato: | review Journal Article |
| Publicado: |
Sage Publications Inc.
2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=117675034&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 117675034 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10522263 3O2 jtl: Journal of Vocational Rehabilitation issn: 10522263 maglogo: N pubinfo: dt: 2016 vid: 45 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 117675034 117675034 117675034 10.3233/JVR-160819 117675034 ppf: 149 ppct: 10 formats: fmt: @attributes: type: P tig: atl: Transition to adult life for students who are Black and have disabilities: What do we know and what do we need to know? aug: au: Thoma, Colleen A. Agran, Martin Scott, LaRon A. affil: Department of Counseling and Special Education, Virginia Commonwealth University, Richmond, VA, USA sug: subj: Transitional Programs Students with Disabilities Education, Special Black Persons Professional Practice, Evidence-Based Cultural Diversity Special Populations Self-Actualization ab: BACKGROUND: Although there is considerable research that has identified effective strategies to support the transition from school to adult life for young adults with disabilities, post-school outcomes for culturally linguistically or economically diverse (CLED) students with disabilities, particularly students who are Black and have disabilities, remain abysmal. OBJECTIVE: This article reviews the literature on transition practices for students who are Black and have disabilities to determine what is known about their unique challenges, as well as what can be done to improve their postschool outcomes. METHODS:The current published literaturewas reviewed to identify articles that examined the impact of transition practices on postschool outcomes for students who are Black and have disabilities. RESULTS: Although the research literature on students who are Black and have disabilities in transition programs is limited, a number of practices were identified as improving transition planning and services for these students, including several that enhance student self-determination in the process. CONCLUSIONS: As the postschool outcomes for this group of youth students who are Black and have disabilities continues to be abysmal, this review of the literature revealed that there is a need to conduct research to further identify barriers and effective practices needed to overcome them. Implications for practice as well as further research are discussed. pubtype: Academic Journal doctype: review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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