The key to adult success for students with disabilities is effective transition planning that includes self-determination instruction. Usually, transition programming reflects post-secondary outcomes valued by European Americans. Yet, parents and students who are culturally and linguistically diverse (CLD) may value different post-secondary outcomes. The purpose of this article is to review the research literature to investigate the impact of cultural and linguistic diversity on skills and perceptions of self-determination to inform future research and practice.
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Multicultural Learning and Teaching
Editor-in-Chief: Obiakor, Festus / Algozzine, Robert
Managing Editor: Banks, Tachelle
- Online
- ISSN
- 2161-2412
Impact of Cultural and Linguistic Diversity on Self-Determination Skills and Perceptions
Sharon M. Richter
Published Online: 2007-01-01 | DOI: https://doi.org/10.2202/2161-2412.1016
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Published Online: 2007-01-01
Citation Information: Multicultural Learning and Teaching, Volume 2, Issue 1, ISSN (Online) 2161-2412, DOI: https://doi.org/10.2202/2161-2412.1016.
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