From Marginalized to Maximized Opportunities for Diverse Youths With Disabilities: A Position Paper of the Division on Career Development and Transition

Audrey A. Trainor, Lauren Lindstrom, Marlene Simon-Burroughs, James E. Martin, Audrey Mccray Sorrells

Research output: Contribution to journalArticle

Abstract

Current secondary education and transition practices have created differential education and employment outcomes by gender, race and ethnicity, socioeconomic status, and disability classifications. These differential outcomes result in economic and social marginalization of far too many students with disabilities. Transition education practices need to respond to these differential outcomes and provide targeted, systematic, and long-term opportunities for all students to attain individually and family-determined postschool goals. This position paper recommends an ecological framework for considering the multiple systems that influence transition education and postschool outcomes for diverse youths with disabilities. The authors argue for educators, researchers, and policy makers to attend to social, political, economic, educational, and cultural contexts in developing effective interventions and improving postschool outcomes.

Original languageEnglish (US)
Pages (from-to)56-64
Number of pages9
JournalCareer Development for Exceptional Individuals
Volume31
Issue number1
DOIs
StatePublished - May 2008

Keywords

  • culturally responsive education
  • diversity
  • equity
  • postsecondary outcomes
  • transition

ASJC Scopus subject areas

  • Education
  • Organizational Behavior and Human Resource Management

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