Culturallyand Linguistically Diverse Individualswith DisabilitiesFundedby:Search CLDFollow these links for real-life, real-time insight into dealing with issues faced by persons with disabilities as they seek success in posecondary education. Brian Kajiyama is a Japanese-American with cerebral palsy who is a graduate student at the College of Education, University of Hawaii at Manoa. Jim Skouge is a professor in the Special Education Department who is supporting Brian to complete his graduate program in Counselor Education. Each is maintaining a blog (web log) of their experiences. Click here to go to Brian’s blog, and here to go to Dr. Skouge's blog.University Centers for Excellence in Developmental Disabilities(UCEDD)University of Hawai‘i at Manoa1776 University Avenue, Honolulu, HI 96822Culturaland Linguistic Diversity Transition Success Research Project Studyof Cultural and Linguistic Diversity, and Disability Factors,Related to Successful Transition to Postsecondary Education andPost-school Adjustment.Itis becoming increasingly important for Americans to continue theireducations beyond high school if they want to obtain quality jobsin the modern economy, with its emphasis on knowledge and technology.However, as demonstrated by numerous studies, youth with disabilitiesare much less likely than their peers without disabilities tosuccessfully access and participate in postsecondary education.Problems in achieving success in postsecondary education are particularlyevident for youth with disabilities from culturally and linguisticallydiverse (CLD) backgrounds. Efforts to support CLD youth with disabilitiesto successfully prepare for and transition into postsecondaryeducation are given added importance and urgency by the factsthat CLD youth tend to be overrepresented in certain special educationcategories and that the numbers and proportion of CLD youth inthe nation’s schools are increasing rapidly.However, little is known about what contributes to successful
post-high school outcomes for CLD youth with disabilities, with
important unanswered questions including:
What
specific factors (personal, familial, cultural, socioeconomic)
support the educational progress of CLD youth with disabilities
in high school resulting in successful access and participation
in postsecondary education and other lifelong learning opportunities?
What
contextual factors in high school (resources, scheduling, special
programs, expectations, etc.) support the educational progress
of CLD youth with disabilities resulting in successful access
and participation in postsecondary education and other lifelong
learning opportunities?
How
do high schools and other service providers effectively support
CLD youth with disabilities to successfully transition into
postsecondary education?
In
order to answer these questions, the CLD Transition Research Project
is implementing a research
design consisting of four different research activities
using a consumer-driven pa