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Presentation
Building a Culturally Responsive Framework for Students with Intellectual Disability to Increase Postsecondary Outcomes
2017 TASH Conference
  • Pamela J. Mims, East Tennessee State University
  • Joshua Baker, University of Nevada
  • Ginevra Courtade, University of Louisville
  • Bree Jimenez, University of North Carolina at Greensboro
  • Christopher Rivera, East Carolina University
Document Type
Presentation
Publication Date
12-1-2016
Description
This session will provide a framework for assisting culturally and linguistically diverse students with moderate-severe intellectual disability. Strategies for general curriculum access, academic instruction, meaningful collaboration with families and educators, as well as suggestions for enhancing postsecondary outcomes will be provided. . 1. Participants will identify components of the proposed culturally responsive framework (universal design for learning, self-determination, safe learning environments, technology, multiple opportunities to respond, primary language support, integration of culture in learning, and systematic/explicit instruction) to assist CLD students with moderate-severe ID in the preparation of postsecondary opportunities. 2. Participants will summarize strategies to increase parental involvement during academic and transition planning. 3. Participants will identify various postsecondary opportunities that exist nationwide for students with moderate-severe ID.
Location
St. Louis, MO
Citation Information
Pamela J. Mims, Joshua Baker, Ginevra Courtade, Bree Jimenez, et al.. "Building a Culturally Responsive Framework for Students with Intellectual Disability to Increase Postsecondary Outcomes" 2017 TASH Conference (2016)
Available at: http://works.bepress.com/pamela-mims/14/