Universal Design for Transition : The Educators' Guide for Equity-Focused Transition Planning.

Format:

Book

Author/Creator:

Scott, LaRon.

Contributor:

Thoma, Colleen.

Bartholomew, Christina.

Language:

English

Subjects (All):

Instructional systems--Design.

Students with disabilities--United States.

Inclusive education--United States.

Physical Description:

1 online resource (271 pages)

Edition:

2nd ed.

Place of Publication:

Newburyport : Brookes Publishing, 2023.

Summary:

Even though transition planning is an important focus of the Individuals with Disabilities Improvement Act and the Workforce Innovation and Opportunity Act, students with disabilities from historically marginalized backgrounds continue to experience disparities in education, support services, and adult outcomes. These students with disabilities, especially those from marginalized racial, gender, linguistic backgrounds experience inequities that adversely impact their school, employment, independent living, postsecondary, and self-determination outcomes. Most supports during the transition process provide a broad range of planning and services for racially minoritized students with disabilities without linking them to culturally responsive and sustaining practices, supports, and services. In order to meet the needs of all learners, educators must be able to understand the cultural needs of these students and create barrier-free and culturally responsive methods to instruction and transition supports and services. Building from the content of the first edition, Universal Design for Transition: The Educators' Guide for Equity-Focused Transition Planning, Second Edition reintroduces readers to UDT framework using culturally responsive and sustaining approaches that reduce opportunity gaps related to student academic achievement and transition planning success. With a goal to improve post-school outcomes for students from historically marginalized backgrounds, this new edition focuses on equitable practices that blend academic and transition planning and places greater emphasis on acknowledging the rich cultural heritages of historically marginalized children and youth when planning their academic and transition curriculum.

Contents:

Intro

Title Page

Copyright

Contents

About the Downloads

About the Authors

About the Contributors

Preface

Acknowledgments

I Culturally Sustaining UDT: Overview and Components

1 UDT to Provide Culturally Competent Academic and Transition Instruction

LaRon A. Scott, Rachel W. Bowman, Meagan Dayton, Imani Evans, Amber Brown Ruiz, Colleen A. Thoma, and Lauren P. Bruno

2 Assessment

Colleen A. Thoma, Michelle A. C. Hicks, Jarrod Hobson, Kendra Williams-Diehm, and Stacie L. Dojonovic Schutzman

Appendix: Transition Assessment Resources

3 Student Self-Determination

Mayumi Hagiwara, Shieda K. Raley, Karrie A. Shogren, and Abdulaziz Alsaeed

4 Stakeholder Collaboration

Edwin Obilo Achola

II Culturally Sustaining UDT Across Domains

5 Employment Supports

Amber Brown Ruiz, Genna Kieper, Holly N. Whittenburg, and Marcus Poppen

6 Postsecondary Education

Lauren P. Bruno, Kathryn M. Abrams, Katherine R. Brendli Brown, and Donald D. McMahon

7 Community Living

Ashley J. Miller, LaRon A. Scott, and Colleen A. Thoma

8 Social Inclusion and Engagement

Joshua P. Taylor, Sarah K. Howorth, Melissa J. Cuba, Yetta Myrick, Roger Ideishi, and Deborah L. Rooks-Ellis

III Culturally Sustaining UDT Planning: Implementation

9 Individualized Education Planning

Leena Jo Landmark and Rebekka J. Jez

10 Embedding Technology Using an Equity Literacy Framework

Kim W. Fisher, Scott Kupferman, Heather J. Williamson, and Jarrod Hobson

11 Tying It Together: Implementing a UDT Framework

Colleen A. Thoma, Jarrod Hobson, and Regina H. Frazier

Index.

Notes:

Description based on publisher supplied metadata and other sources.

Other Format:

Print version: Scott, LaRon Universal Design for Transition

ISBN:

9781681256030

1681256037

OCLC:

1402026697