1. Working with Latino Youth with Disabilities and Their Families Tiana Cadye Povenmire-Kirk, M.S. YTP State Conference February 19, 2009

2. U.S. Demographics Nationally, the fastest growing cultural ethnic minority group is Hispanic/Latino population. Nationally, the fastest growing cultural ethnic minority group is Hispanic/Latino population. Individuals from Hispanic/Latino backgrounds comprise 14.8% of the population in the United States today. Individuals from Hispanic/Latino backgrounds comprise 14.8% of the population in the United States today. It is estimated that by 2050, over 29% of the population in the U.S. will be of Hispanic or Latino background. It is estimated that by 2050, over 29% of the population in the U.S. will be of Hispanic or Latino background.

3. Percent of Population of Hispanic or Latino Origin by State California35.9%Nevada24.4% Florida20.2% New York 16.3% New Jersey 15.6% Oregon10.0% Massachusetts7.9% North Carolina 6.7%

4. Latinos in Special Education Latino students are as likely as white students to be identified for special education services. Latino students are as likely as white students to be identified for special education services. Latino students with disabilities experience the poorest post school outcomes of any marginalized group. Latino students with disabilities experience the poorest post school outcomes of any marginalized group.

5. Post-School Outcomes Outcomes for students with disabilities are measured by: Engagement in post-secondary education Engagement in post-secondary education Engagement in employment Engagement in employment Wages earned in employment Wages earned in employment Independent Living Independent Living

6. Post-school Outcomes for Latino Youth with Disabilities Lowest levels of enrollment in post- secondary education Lowest levels of enrollment in post- secondary education Lowest levels of engagement in employment (40%). Lowest levels of engagement in employment (40%). More likely to be making minimum wage (or sometimes less) than all other groups. More likely to be making minimum wage (or sometimes less) than all other groups. National Longitudinal Transition Study, 2004

7. Overview of Research 1) Program Evaluation of State-Wide Transition Program 1) Program Evaluation of State-Wide Transition Program 2) Literature Review 2) Literature Review 3) Case Study 3) Case Study

8. Research, Part I: Program Evaluation Setting: Oregon Youth Transition Program (YTP) Over 15% of clients non-white, 51% in poverty Over 15% of clients non-white, 51% in poverty YTP has a diversity initiative YTP has a diversity initiative

9. Findings: Greatest Area of Need: Working with Latino youth, their families and their communities, including: Basic cultural information Basic cultural information Language and translation services Language and translation services Cultural training and understanding of differences to utilize group strengths Cultural training and understanding of differences to utilize group strengths Immigration issues: trust and resources Immigration issues: trust and resources Expectations and appropriateness of goals Expectations and appropriateness of goals

10. Example: “Is independent living a universal value, or a culturally appropriate goal to set for Latino youth?” - survey respondent “Is independent living a universal value, or a culturally appropriate goal to set for Latino youth?” - survey respondent

11. Research, Part II: Thematic Literature Review To identify and describe the transition needs of Latino youth with disabilities.

12. Findings: Themes from the Research Literature Community Community Culture Culture Individual Factors Individual Factors

13. Conceptual Model of Influence COMMUNITY CONTEXT Big Picture Legislation & Demographics Community/Neighborhood Urban/rural, SES / Avail. of Services School Context % of Latinos, Staff values Employment CULTURE CONTEXT Family Needs, Structure, Expectations Language Availability of Translation Services Traditions Individual VS Collective INDIVIDUAL FACTORS Risk & Resiliency Protective Factors, Acculturation style Individual Strengths and Preferences TRANSITION PLANNING The process as experienced by Latino Youth with disabilities making the transition from school to adult life. POST-SCHOOL OUTCOMES

14. Community Neighborhood Neighborhood –Urban/rural –Socioeconomic status School Environment School Environment –Discrimination –Perceptions –Needs Employment Employment –Conflicting needs –Universal Goals?

15. Culture Family Family –Gender differences –Values –Expectations Language Language Traditions Traditions

16. Individual Factors Risk and Resiliency Risk and Resiliency Strengths and Preferences Strengths and Preferences

17. Research, Part III: Case Study (currently underway) Suburban school district in Oregon w/ increasing Latino Population. Individual interviews with key district staff (ELL coordinator, Multicultural Liaisons, bi- lingual, bi-cultural administrators, school psychologists, etc.) Individual interviews with key district staff (ELL coordinator, Multicultural Liaisons, bi- lingual, bi-cultural administrators, school psychologists, etc.)

18. Case Study (continued) Focus groups with staff in secondary special ed and transition in three high schools and one community based program Focus groups with staff in secondary special ed and transition in three high schools and one community based program Focus groups with Latino youth with disabilities Focus groups with Latino youth with disabilities Focus groups with family members of these Latino youth with disabilities Focus groups with family members of these Latino youth with disabilities

19. Findings of Case Study: Staff Need more resources – translators, interpreters, language classes for staff. More resources – money and time. Frustration with trying to serve students here without legal documentation. Knowledge that more needs to be done, but unsure of where to start All students get Individualized plans, but unsure of how to make these culturally appropriate.

20. Findings of Case Study: Parents Multicultural liaisons are the most important and helpful staff in the district Wish more information were available in Spanish (ex: phone calls home about absences are recorded in English) Want to participate, but feel that no one is helping them navigate the process. Want more information (like a flow chart) in Spanish about Special Ed and transition services.

21. Findings: Parents, continued Don’t want children at schools with high Latino population because of “conflict” and Language issues. Do not expect children to leave their homes until they get married – with or without a disability. Want their children to graduate and to work after graduation.

22. Findings: Youth Want to be at schools with higher Latino population for social, language and academic reasons. Feel discriminated against by fellow students, staff and administration. Feel that their parents do not understand where they are coming from. Feel unacknowledged for their positive accomplishments. Are often left out of privileged activities due to academic standing.

23. Suggestions: Connect with Families Be yourself, be genuine Be yourself, be genuine Do not patronize Do not patronize Share a personal story. Share a personal story. State why your job is important to you. State why your job is important to you. Listen actively and reflect what you have heard to ensure accuracy of your interpretation of their needs. Listen actively and reflect what you have heard to ensure accuracy of your interpretation of their needs. Language is a powerful tool. Keep it simple Language is a powerful tool. Keep it simple.

24. Collaborate with Families Identify the already existent support system within the family Identify the already existent support system within the family Utilize their influence, respect and love towards the individual. Utilize their influence, respect and love towards the individual. Utilize the strengths of extended families: uncles and aunts can be just as influential as parents. Utilize the strengths of extended families: uncles and aunts can be just as influential as parents.

25. Educate Families Introduce yourself to the family early on to establish trust. Get to know them. Introduce yourself to the family early on to establish trust. Get to know them. Educate about the system and process Educate about the system and process Partner with them to create appropriate, meaningful goals. Partner with them to create appropriate, meaningful goals. Help family navigate community resources Help family navigate community resources Collaborate with local agencies that have existing Latino Outreach Efforts. Collaborate with local agencies that have existing Latino Outreach Efforts.

26. Things to Consider Acknowledge that discrimination occursAcknowledge that discrimination occurs Never assume that a person that looksNever assume that a person that looks Hispanic is from México Hispanic is from México Never assume a Hispanic person speaks Never assume a Hispanic person speaks Spanish Spanish

27. Small Group Activity Discuss how you might change one or two of the activities you usually do to provide services to Latino youth with disabilities, to make the service you provide more culturally appropriate. Prepare to share your group’s ideas.

28. Outreach Strategies for All Cultures Build relationships with families, communities and established organizations Build relationships with families, communities and established organizations Respect all cultures involved Respect all cultures involved Listen and reflect back Listen and reflect back Offer assistance in other ways Offer assistance in other ways Build Trust Build Trust

29. Inclusiveness Strategies: Examine the Message The words The words –‘Disability’ or ‘problem in school’? –‘Workshop’ or ‘parent meeting? –Person first? Readability Readability –Clear for ELL (English Language Learner) parents? (if in English) –Free of acronyms, slang or jargon? Graphics Graphics –Representative of group?

30. Inclusiveness Strategies: Acknowledging Reality All families are involved in their child's education (at some level) All families are involved in their child's education (at some level) Sometimes what we can offer is not what is needed Sometimes what we can offer is not what is needed Building rapport with the community enables information exchange Building rapport with the community enables information exchange Building relationships is time well-spent Building relationships is time well-spent

31. Suggestions for Further Reading Lichtenstein, D., Lindstrom, L. & Povenmire-Kirk, T.(2008). Promoting multicultural competence: Diversity training for transition professionals. The Journal for Vocational Special Needs Education, 30, 3-15. Lichtenstein, D., Lindstrom, L. & Povenmire-Kirk, T.(2008). Promoting multicultural competence: Diversity training for transition professionals. The Journal for Vocational Special Needs Education, 30, 3-15. Trainor, A. A., et al (2007). From marginalized to maximized opportunities for diverse youth with disabilities: A position paper of the division on career development and transition. Career Development for Exceptional Individuals, 31, 1, 56-64. Trainor, A. A., et al (2007). From marginalized to maximized opportunities for diverse youth with disabilities: A position paper of the division on career development and transition. Career Development for Exceptional Individuals, 31, 1, 56-64. Llagas, C. & Snyder, T. D. (2003). Status and Trends in the Education of Hispanics. U.S. Department of Education, National Center for Education Statistics. Llagas, C. & Snyder, T. D. (2003). Status and Trends in the Education of Hispanics. U.S. Department of Education, National Center for Education Statistics.