How to Decrease Discrimination During Transition

Ableism and racism affect the post-school outcomes for students with disabilities. Ableism is the prejudiced or discriminatory belief that people with disabilities are inferior to people without disabilities. Similarly, racism holds certain races to be inferior to others. Both ableism and racism can include stereotypes or misconceptions about an individual’s worth and capabilities.

Transition teachers should be aware of the intersection between ableism and racism and use strategies that ensure culturally responsive transition practices. Some examples of strategies include:

  1. Learn about the cultural differences and expected transition outcomes for the students and families with whom you work. Ask the student and their family about their transition expectations and observe the local community so that you can better support each student in a culturally responsive way.
  2. Promote self-determination in an individualized manner and capture the student's real participation as part of the transition process. Include specific skills such as problem-solving, choice-making, and goal-setting into transition services and activities. For example, recording the student delivering their video resume ensures that they can demonstrate their skillset to potential employers.
  3. Students of different racial and ethnic backgrounds may receive supports from groups and agencies not usually invited to transition planning meetings. Ask the student and family if it is appropriate to involve any other groups or individuals (e.g., church youth leader or student mentor) to the transition planning meetings.
  4. When creating student work and community experiences, ensure that the employers or other community organizations are representative of the cultural makeup of the school community.

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