L_Frankmann_HISTORICAL REVIEW PROJECT OUTLINE
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HISTORICAL REVIEW PROJECT: OUTLINE
1
Historical Review Project: Outline
La’Dasha Frankmann
School of Education, Liberty University
Dr. Tickle
Author Note
La’Dasha Frankmann
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to La’Dasha Frankmann
Email: lmfrankmann@liberty.edu
HISTORICAL REVIEW PROJECT: OUTLINE
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Research
I.
Introduction
a. An explanation of the problem with families from culturally, ethnically, and
linguistically diverse backgrounds not participating as parents in secondary special
education programs and transition planning.
b.
A description of some of the procedures and guidelines that have resulted in this
secondary transition planning problem.
c. Research Question: How can educators raise the level of parental involvement in the
transition planning process for students with exceptional needs from culturally, ethnically,
and linguistically diverse families?
II.
The significance of the subject
a. A discussion of the selected issue's importance and its implications for post-secondary
student performance.
b. A review of the problems that have been tried to be solved.
c. A discussion of the results of earlier steps taken to address the problem (if any were
available).
III.
Significance
a.
The significance of transition planning in special education for kids' post-high school
achievement.
b.
Legal requirements and expectations for parental involvement.
HISTORICAL REVIEW PROJECT: OUTLINE
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c.
The relationship between effective transition plan execution and recognition of the
disparities between home and school can be seen in the planning for transition and the
involvement of parents from culturally, ethnically, and linguistically diverse homes.
IV.
Parental engagement and secondary school transition planning
a.
Parental involvement: Key players in postsecondary student achievement.
b.
Teachers and transition planning: Measures teachers can take to make sure parents
from linguistically, culturally, and racially diverse families feel heard, noticed, and
supported during their students' schooling and transition preparation periods.
c.
Current laws pertaining to special education, parental involvement, and families
with a variety of cultural, linguistic, and ethnic backgrounds.
V.
Biblical World
a.
Christian viewpoints on family and parenting.
b.
Christian perspectives on success and learning.
c.
Christian viewpoints on special education/disabilities.
VI.
A Christian worldview's impact on transition planning
a.
Family values: Impact on the future of students with disabilities post-
graduation.
b.
Expectations from families and how they affect post-secondary preparation.
c.
Impact of communication between families and educators in preventing
misunderstandings.
VII.
Conclusion
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HISTORICAL REVIEW PROJECT: OUTLINE
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a.
A brief summary of the background data on special education and transition
planning.
b.
Current issues associated with special education and transition planning.
c.
Future-focused recommendations include ways to improve the participation of
parents from culturally, racially, and linguistically diverse families in the
transition planning process.
HISTORICAL REVIEW PROJECT: OUTLINE
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References
Frew, L.A., Zhou, Q., Duran, J., Kwok, O., & Benz, M.R. (2012). Effect of school-initiated
outreach activities on parent involvement in school events. Journal of Disability Policy Studies,
24(1), 27-35.
Geenen, S., Powers, L.E., & Lopez-Vasquez, A. (2005). Barriers against and strategies for the
promoting the involvement of culturally diverse parents in school-based transition planning. The
Journal for Vocational Special Needs Education, 27(3), 4-14.
Gothberg, J.E., Greene, G., Kohler, P.D. (2019). District implementation of research-based
practices for transition planning with culturally and linguistically diverse youth with disabilities
and their families. Career Development and Transition for Exceptional Individuals, 42(2), 77-86.
Hirano, K., Rowe, D., Lindstrom, L., & Chan, P. (2018). Systemic barriers to family involvement
in transition planning for youth with disabilities: A qualitative metasynthesis. Journal of Child
and Family Studies, 27(11), 3440-3456. https://doi.org/ 10.1007/s10826-018-1189-y
Kerry-Henkel, L., & Eklund, K. (2015). Improving special education documentation to enhance
parent understanding. Communique, 44(1), 1-18. King James Bible. (2017).
King James Bible Online. https://kingjamesbibleonline.org (Original work published 1769)
Ju, S., Landmark, L. J., & Zhang, D. (2018). Culturally and linguistically diverse family
involvement in transition planning: A research synthesis. Journal of Special Education
Leadership, 31(1), 16–26.
HISTORICAL REVIEW PROJECT: OUTLINE
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Pleet-Odle, A., Aspel, N., Leuchovius, D., Roy, S., Hawkins, C., Jennings, D., Turnbull, A., &
Test, D. W. (2016). Promoting high expectations for postschool success by family members: A
“to-do” list for professionals. Career Development and Transition for Exceptional Individuals,
39(4), 249–255.
https://doi.org/10.1177/2165143416665574
Suk, A.L., Sinclair, T.E., Osmani, K.J., & Williams-Diehm, K. (2020). Transition planning:
Keeping cultural competence in mind. Career Development and Transition for Exceptional
Individuals, 43(2), 122-127.
https://doi.org/10.1177/2165143419890308
Wilt, C. L., & Morningstar, M. E. (2018). Parent engagement in the transition from school to
adult life through culturally sustaining practices: A scoping review. Intellectual and
Developmental Disabilities, 56(5), 307-320. https://doi.org/ 10.1352/1934-9556-56.5.307
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