Kansans for Equal Access to Transition Services advocate for the improvement of post-secondary outcomes for the culturally and linguistically diverse youth of Kansas.
Announcing This Year's Winners!
Honorees from Previous Years
Familias Unidas de Garden City!
Kansas LULAC and Elias Garcia!
Topeka High School!
Send in your nomination today for the 2014 Equity and Access Leadership Awards! Winners will be announced via state-wide media in April, 2014.
To nominate, send an e-mail to Awards@keatsks.org with the name of a school, district, agency, organization, or individual, an explanation of the ways they are meeting the transition needs and concerns of culturally and linguistically diverse youth, and please provide contact information for the key individuals responsible for your great transition outcomes!
Download a flyer with details here!
Dr. Katherine Sprott
Coordinator of Professional Development, Midwest Equity Assistance Center, Kansas State University
Doctoral Candidate in Linguistic Anthropology, University of Kansas
Dr. Robin Morales Cabral
Director, Student Support Services, Wichita Public Schools
Raynor Stuart Roberts
Managing Member and Founder, Urban Education Partnership of MD, LLC
Heather Giselle Scott
Graduate Student in Social Work, University of Kansas
David B. Hopkins
Cross-Cultural Trainer, Author, and Spokesman
Owner and Operator, Mantra Designs, Lamar, Colorado
KANSANS FOR EQUAL ACCESS TO TRANSITION SERVICES!
Dedicated to the Improvement of Post-Secondary Outcomes for All Students!
Doctoral dissertation by Robert Bruce Scott, Founding Director, Kansans for Equal Access to Transition Services
Do Kansas schools address multicultural needs of exceptional students in transition practices? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse students
Degree: Doctor of Education, Department of Special Education, Counseling and Student Affairs
Major Professor: Warren J. White
Since 1990, IDEA has required a transition-focused IEP for adolescents with special needs. There have been limited data on whether culturally and/or linguistically diverse (CLD) students in Kansas were receiving transition services to mitigate or remedy their marginalized, disenfranchised, and dis-empowered status. This study examined transition practices for CLD students with special needs in Kansas. The hypothesis tested was that Kansas schools address the multicultural needs of exceptional students in transition practice. There were two research questions. First, do considerations of multicultural needs figure into transition practices in Kansas schools? Second, are multicultural needs taken into account to a greater extent in certain areas of transition? A review of research literature yielded multicultural considerations relevant to the five domains of transition: 1) self-care, domestic living; 2) recreation and leisure; 3) communication and social skills; 4) vocational skills; and 5) community participation skills. An Internet survey with 22 Likert items covering these multicultural needs and concerns was administered via e-mail. A total of 582 valid e-mail addresses were used, comprising contact information developed from a sample frame of a KSDE database of resource-room teachers. The survey e-mail and follow-up were sent to every contact, covering 190 of the 293 unified school districts of Kansas. The completed sample was 178, for a response rate of 30.58%. Data were analyzed from the 93 participants whose responses indicated experience as caseworkers in the past three years on transition-focused IEP teams for at least one student in any of the three CLD groups of interest in the present study—African Americans, Native American Indians, or Hispanic/Latinos. Means and standard deviations were calculated for the frequencies of choices on the 22 Likert items. Pearson's chi-square testing was used to determine significance. Survey results indicated that on 17 of 22 items there was 80% or higher agreement among caseworkers that their school communities were addressing the multicultural needs and concerns of students and families in transition practices. Discussion includes participants' comments. Recommendations are given to increase the roles of cultural and linguistic heritages in transition in Kansas schools, especially in the skill-areas of community participation and communication-and-social skills.
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