The Role of Secondary Special Education Teachers as Cultural Brokers in Transition Planning With Families

• In Event: Vocational and Transitional Programming in Special Education

Abstract

Planning for the transition to adulthood for students with disabilities is mandated at age 16 and encompasses the planning for services, supports, and post-school outcomes in the areas of education, employment, and independent living. Culturally and linguistically diverse (CLD) families bring strengths and varying perspectives to transition planning, often relying on teacher’s ability to understand and promote their values in the transition planning process. Cultural brokers can facilitate meaningful collaboration by understanding and translating discourse between and within groups of stakeholders. The purpose of this paper is to investigate the role of the secondary special education teacher as a cultural broker in the transition planning process for students with disabilities. Implications for teacher development are discussed.

Author

• Courtney Lane Wilt, The University of Kansas