Secondary Transition of Multicultural Learners: Lessons From the Navajo Native American Experience

Abstract

Special educators typically individualize services according to student disability; they should also individualize services according to student culture. Culture influences post-secondary outcomes for students with disabilities (Bakken & Aloia, 1999). This article identifies 4 barriers to successful transition for Navajo Native American students and suggests strategies for teachers to use to minimize the risks of unsuccessful transition for multicultural students. The article provides information that special educators can use to better individualize their transition services to all students with disabilities.

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