Course Content: Developing Culture

Course Contenthttpswwwneaorgresource Librarydeveloping Cultura

COURSE CONTENT: #1: Purpose: The purpose of this assignment is to examine facilitators, barriers, and possible solutions to issues of implementing cultural competence in the classroom. Directions: Given the information you have gained from the course content: List and describe 5 facilitators of cultural competence in the classroom. List and describe 5 possible barriers to cultural competence in the classroom. Provide 5 possible solutions to the barriers you have listed. #2: Purpose: Parents of children with disabilities typically experience more stress than families who do not have children with disabilities. The purpose of this assignment is to analyze how some of these perceptions and barriers affect family involvement.

Directions: Visit the following website: Go through the module. On a Word document, complete the following questions: (If you experience difficulty, go back and review the Perspectives and Resources pages in the Module). What is a secondary transition? Why is it important for school personnel to help students plan for post-school transitions? List and describe the five components of the Taxonomy for Transition Programming.

Explain why self-determination is important for students with disabilities. Read: Jessica is a rising ninth-grade student who has a physical and intellectual disability and uses a wheelchair. Imagine you are Jessica’s general education teacher and a member of her IEP team. As part of her annual review meeting, Jessica and her team discussed her post-secondary plans. Following is some of the information the team learned during the meeting.

Strengths: Capable student who works hard to get passing grades Loves the computer and catches on quickly to games and computer programs Short-term goals: Ride the school bus to and from school (currently, parents transport her) Spend more time with friends Post-school goals: Get a job in a hospital or somewhere she can help sick people (as long as she doesn’t have to read much) Live on her own or with a roommate Areas of need: Doesn’t like to read and often doesn’t remember things she does read Additional information: Her parents state that she has never talked with them about her post-school goals, and they always assumed she would live with them. 6. For each of the components of the Taxonomy for Transition Programming, recommend one or two actions you as the teacher can take to help Jessica reach her goals.

Paper For Above instruction

The development of cultural competence within educational settings is vital for fostering an inclusive learning environment that respects and values diverse student backgrounds. Facilitators of cultural competence often include open-minded teacher attitudes, ongoing professional development focused on cultural awareness, diverse classroom materials, community engagement, and policies that promote equity and inclusion. These facilitators help educators recognize their biases, understand student cultural contexts, and adapt teaching strategies accordingly. Conversely, barriers to cultural competence encompass language differences, implicit biases, lack of diversity in staff, restrictive school policies, and limited cultural awareness training. Addressing these impediments requires targeted solutions such as intercultural training programs, recruiting diverse staff, policy reform, parent and community involvement, and incorporating culturally relevant pedagogy. Implementing these solutions creates a more equitable educational environment, enhancing student engagement and academic success.

Parents of children with disabilities often face heightened stress levels due to various perceptions and systemic barriers that impact family involvement. A primary concept relevant to supporting these families is secondary transition, which refers to the process of preparing students with disabilities for life after high school, including post-secondary education, employment, and independent living. It is crucial that school personnel actively assist students in planning for these transitions to facilitate successful integration into adult roles. The five components of the Taxonomy for Transition Programming—Program Structure, Student-Focused Planning, Student Development, Family Involvement, and Interagency Collaboration—provide a framework for comprehensive transition services. Program Structure involves establishing policies and organizational systems supportive of transition goals. Student-Focused Planning emphasizes individualized goal setting based on students’ preferences and strengths. Student Development focuses on skill acquisition relevant to future employment and independence. Family Involvement encourages active participation of families in transition planning, recognizing their critical role. Interagency Collaboration ensures coordination among education, community agencies, and service providers to deliver seamless support. Each component involves specific strategies; for example, as a teacher, I can facilitate individualized transition planning sessions, promote student self-advocacy, actively involve families in planning meetings, and collaborate with community agencies to resource Jessica’s employment and independent living goals.

Self-determination is especially important for students with disabilities as it fosters independence, confidence, and the ability to advocate for oneself, leading to better post-school outcomes. It involves empowering students to make choices, set and pursue goals, and solve problems. For Jessica, enhancing self-determination means encouraging her to express her preferences about future employment and living arrangements, and helping her develop the skills to achieve these goals. This process contributes to her sense of control over her life, improves motivation, and prepares her to navigate adult responsibilities effectively. In Jessica’s case, strategies to promote self-determination might include teaching decision-making skills, providing opportunities for her to practice self-advocacy, and involving her actively in her IEP meetings to voice her goals and preferences. Supporting self-determination aligns with the broader objectives of transition planning, as it enables students with disabilities to lead more independent, fulfilling lives post-graduation.

Components of the Taxonomy for Transition Programming and Implementation Strategies

Program Structure: Establish school policies that prioritize transition planning and allocate resources for student-centered programs. As a teacher, I can advocate for dedicated transition coordinators and ensure access to appropriate facilities and materials.

Student-Focused Planning: Develop individualized transition plans that consider each student’s interests and aspirations. I can facilitate career exploration activities and help students articulate their goals and preferences.

Student Development: Focus on building life skills such as self-care, communication, and vocational skills through targeted instruction and real-world experiences. I can integrate hands-on activities and collaborate with community organizations for internships.

Family Involvement: Involve families in transition planning through regular communication, informational sessions, and decision-making opportunities. I can provide resources and support to help families understand and participate actively in the process.

Interagency Collaboration: Coordinate with community agencies, vocational rehabilitation, and post-secondary institutions to ensure access to necessary services. I can establish partnerships and share resources to support the student’s transition goals.

Actions tailored to Jessica’s case would include engaging her in goal-setting discussions, teaching her self-advocacy skills, involving her family in planning meetings, and collaborating with local businesses or community services to explore employment possibilities suitable for her interests and abilities.

References

• Bryan, J., & Holcomb-McCoy, C. (2012). Transition to adulthood among youth with disabilities. Journal of Special Education Leadership, 25(2), 65-71.
• Chen, J. A., & Livneh, H. (2016). Fostering self-determination in students with disabilities. Journal of Rehabilitation, 82(4), 14-23.
• Dusenbury, L., & Weissberg, R. P. (2015). Culturally responsive education: strategies for effective teaching. Educational Leadership, 73(6), 10-15.
• Heller, T., & Wilczenski, F. (2014). Family involvement in transition planning. Exceptionality, 22(3), 149-157.
• Mithaug, D. K., Mithaug, D. E., & Ward, S. (2014). Transition planning for students with disabilities. Journal of Applied Behavior Analysis, 45(2), 279-291.
• Paly, C. M., & Muscott, H. S. (2017). Building cultural competence: Strategies for teachers. Teaching and Teacher Education, 65, 170-179.
• Schwarz, A., & Ginsberg, B. (2017). The importance of interagency collaboration in student transition. Journal of Education Policy, 32(4), 555-573.
• Shogren, K. A., & Wehmeyer, M. L. (2012). Self-determination and students with disabilities. Strategies for Educators, 17(1), 50-65.
• Wagner, M., et al. (2015). Transition experiences of youth with disabilities. Journal of Vocational Rehabilitation, 43(2), 113-124.
• Zhang, D., & Hannon, L. (2013). Promoting self-advocacy among students with disabilities. Journal of Special Education, 47(3), 174-181.