Article Details

Research Database: Article Details

Citation:  Landmark, L.J.; Ju, S.; Greene, G.; & Lai, M.H.C. (2020). Evaluating special educator and transition personnel knowledge and skills for working with diverse families and students during the transition process: Preliminary development and validation of an assessment instrument. Journal of Vocational Rehabilitation, 52 (3), 317-331.
Title:  Evaluating special educator and transition personnel knowledge and skills for working with diverse families and students during the transition process: Preliminary development and validation of an assessment instrument
Authors:  Landmark, L.J.; Ju, S.; Greene, G.; & Lai, M.H.C.
Year:  2020
Journal/Publication:  Journal of Vocational Rehabilitation
Publisher:  IOS Press
DOI:  https://doi.org/10.3233/JVR-201080
Full text:  https://content.iospress.com/articles/journal-of-vocational-rehabil...   
Peer-reviewed?  Yes
NIDILRR-funded?  Yes

Structured abstract:

Background:  Family involvement during the transition process is crucial. However, culturally and linguistically diverse (CLD) families report barriers to effective transition planning related to cultural misunderstandings with educators. Professionals need to be culturally competent when interacting with CLD families and youth.
Purpose:  The objective was to revise a CLD Transition Knowledge and Skills (CLDTKS) Evaluation Instrument and have special educators use the instrument to evaluate the levels of CLD transition knowledge and skills of their colleagues.
Data collection and analysis:  The CLDTKS Evaluation Instrument was revised following expert review. Participants included 206 special educators. Exploratory factor analysis was used to explore the factor structure of the instrument. Structural equation modeling was used to test construct validity, and confirmatory factor analyses were performed. Means were computed for all factors.
Findings:  The CLDTKS Evaluation Instrument consisted of four scales: Cultural Characteristics Related to Active Family Involvement, Family Norms and Communication Styles, Individualized Education Program (IEP) Meetings and Transition Policies, and Family Legal Status and Associated Prejudice. For all factors, there was a lower mean on skills than on knowledge.
Conclusions:  The CLDTKS Evaluation Instrument is a valid and reliable measure for evaluating transition knowledge and skills related to working with CLD youth and families, and it can be used for research and professional development needs.

Disabilities served:  Cognitive / intellectual impairment
Developmental disabilities
Multiple disabilities
Interventions:  Transition services
Outcomes:  Employment acquisition
Full-time employment