Courtney Wilt
Courtney Wilt is a doctoral candidate at the University of Kansas in the Department of Special Education. Courtney’s research examines how disabled youth of color, and their families, experience and counter interacting oppressions, such as racism and ableism, particularly during the transition to adult life. She is concerned with building frameworks and practices that disrupt inequities for disabled youth of color during transition planning that lead to desired and sustained outcomes.
Supervisors: Subini Annamma, PhD and Mary Morningstar, PhD
Supervisors: Subini Annamma, PhD and Mary Morningstar, PhD
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factors intersect as families engage in planning for the transition to adulthood. A requisite for culturally diverse families with young adults who receive services under the educational category of intellectual disability (ID) are school professionals who can meaningfully collaborate. This review of literature from peer-reviewed journals seeks to understand if culturally responsive practices are utilized with culturally and linguistically diverse (CLD) families during transition planning. This review also explored whether culturally sustaining practices strengthen partnerships between
teachers and CLD families and adolescents with disabilities, including those with ID. Implications are associated with how teachers can perceive diversity from a strengths perspective as a vital component of transition planning.
factors intersect as families engage in planning for the transition to adulthood. A requisite for culturally diverse families with young adults who receive services under the educational category of intellectual disability (ID) are school professionals who can meaningfully collaborate. This review of literature from peer-reviewed journals seeks to understand if culturally responsive practices are utilized with culturally and linguistically diverse (CLD) families during transition planning. This review also explored whether culturally sustaining practices strengthen partnerships between
teachers and CLD families and adolescents with disabilities, including those with ID. Implications are associated with how teachers can perceive diversity from a strengths perspective as a vital component of transition planning.