To what Extent are Transition Components of Individualized Education Programs for Diverse Students with Learning Disabilities Culturally Responsive?

Transition planning with students with learning disabilities (LD) from culturally and linguistically diverse backgrounds presents unique challenges to the implementation of recommended practices and mandates such as individualization, incorporation of student preferences; encouragement of self-determination; collaboration with parents and professionals; and generation of goals and objectives that address academic, social, and life skills. This document review, part of a larger qualitative interview study, examined the individual transition plans of 15 high school students with LD to determine the extent to which the content of the plans reflected legal mandates, contained evidence of recommended practices, and was culturally responsive to meet the needs of diverse students. Results indicated that most documents were minimally compliant with legal mandates, yet they contained little evidence to support the implementation of recommended practices. Most significantly, there was no indication of individualization, indicating a general lack of culturally responsive transition practices. The author includes recommendations for research and practice.