keatsks.org

We like United Nations ENABLE - Development and Human Rights for All! We like National Gateway to Self-Determination! We like Kansans for Equal Access to Transition Services!

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!

KEATS Logo Generated by Cooltext.com

Teens Reaching Adult Independent Living (TRAIL) - Pathway Family Services, Inc.

El Centro “Mary Lou Jaramillo Scholarship Fund” - Academy for Children (AFC)

Maria Boyd - Indigenous Empowerment Summit at Haskell Indian Nations University


Press Release - April 8, 2014


Honorees from Previous Years

2013-2014 Awardees

Familias Unidas de Garden City!
Leadership Team at Garden City Families Together, holding their K-CEATS certificate news release circulated by K-CEATS to media

Kansas LULAC and Elias Garcia!
Kansas LULAC State Director Elias Garcia giving testimony to protect tuition rights of immigrant youth at Kansas universities news release circulated by K-CEATS to media

2012-2013 Awardee

Topeka High School!

news release as published on the Topeka Public Schools website


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!

KEATS Advisory Panel and Leadership Awards Judges

Dr. Katherine Sprott
Coordinator of Professional Development, Midwest Equity Assistance Center, Kansas State University

Melanie McKay-Cody
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

Monty Thompson
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!


Certificate Designs from Year 1 and Year 2

KCEATS certificate awarded to Topeka High School in May 2012 KCEATS certificate awarded to Elias Garcia and Kansas LULAC in May 2013 - New Design by Mantra Designs


Related Information:

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

Abstract:

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.

FREE PDF LINK
http://krex.k-state.edu/dspace/handle/2097/13095