This book presents a comprehensive review of current research
literature in the area of multicultural transition, as a context
and foundation for a study of the transition practices for
culturally and linguistically diverse students with special needs
in Kansas high schools. Survey data from 93 special education
caseworkers with direct experience on transition teams for
multicultural adolescents in school districts representing all
regions of the state were analyzed to determine whether current
transition services in Kansas are aligned with best practices,
based on the latest research in multicultural transition. The
author presents recommendations for improving transition services
for African-American, Native American Indian, and Hispanic/Latino
adolescents with special needs.
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