Working with Latino Working with Latino Youth with Disabilities Youth with Disabilities

and Their Familiesand Their Families

Tiana Cadye Povenmire-Kirk, M.S.Tiana Cadye Povenmire-Kirk, M.S.YTP State ConferenceYTP State Conference

February 19, 2009February 19, 2009

U.S. DemographicsU.S. Demographics Nationally, the fastest growing Nationally, the fastest growing

cultural ethnic minority group cultural ethnic minority group is Hispanic/Latino population. is Hispanic/Latino population.

Individuals from Individuals from Hispanic/Latino backgrounds Hispanic/Latino backgrounds comprise 14.8% of the comprise 14.8% of the population in the United population in the United States today.States today.

It is estimated that by 2050, It is estimated that by 2050, over 29% of the population in over 29% of the population in the U.S. will be of Hispanic or the U.S. will be of Hispanic or Latino background.Latino background.

Percent of Population of Percent of Population of Hispanic or Latino Origin by Hispanic or Latino Origin by

StateStateCaliforniaCalifornia 35.9%35.9%

NevadaNevada 24.4%24.4%

FloridaFlorida 20.2%20.2%

New YorkNew York 16.3%16.3%

New JerseyNew Jersey 15.6%15.6%

OregonOregon 10.0%10.0%

MassachusettsMassachusetts 7.9%7.9%

North CarolinaNorth Carolina 6.7%6.7%

Latinos in Special EducationLatinos in Special Education

Latino students are Latino students are asas likelylikely asas white white students to be students to be identified for special identified for special education services. education services.

Latino students with Latino students with disabilities disabilities experience the experience the poorest post school poorest post school outcomes of any outcomes of any marginalized group.marginalized group.

Post-School OutcomesPost-School Outcomes

Outcomes for students with disabilities Outcomes for students with disabilities are measured by:are measured by:

Engagement in post-secondary Engagement in post-secondary educationeducation

Engagement in employmentEngagement in employment Wages earned in employmentWages earned in employment Independent LivingIndependent Living

Post-school Outcomes for Post-school Outcomes for Latino Youth with DisabilitiesLatino Youth with Disabilities

Lowest levels of enrollment in post-Lowest levels of enrollment in post-secondary education secondary education

Lowest levels of engagement in Lowest levels of engagement in employment (40%).employment (40%).

More likely to be making minimum More likely to be making minimum wage (or sometimes less) than all wage (or sometimes less) than all other groups.other groups.

National Longitudinal Transition Study, 2004National Longitudinal Transition Study, 2004

Overview of ResearchOverview of Research

1) Program 1) Program Evaluation of State-Evaluation of State-Wide Transition Wide Transition ProgramProgram

2) Literature 2) Literature ReviewReview

3) Case Study3) Case Study

Research, Part I: Program Research, Part I: Program EvaluationEvaluation

Setting: Oregon Youth Transition Setting: Oregon Youth Transition Program (YTP)Program (YTP)

Over 15% of clients non-white, 51% Over 15% of clients non-white, 51% in povertyin poverty

YTP has a diversity initiativeYTP has a diversity initiative

Findings: Greatest Area of Findings: Greatest Area of Need:Need:

Working with Latino youth, their families Working with Latino youth, their families and their communities, including:and their communities, including:

Basic cultural informationBasic cultural information Language and translation servicesLanguage and translation services Cultural training and understanding of Cultural training and understanding of

differences to utilize group strengths differences to utilize group strengths Immigration issues: trust and resourcesImmigration issues: trust and resources Expectations and appropriateness of Expectations and appropriateness of

goalsgoals

Example:Example:

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

Research, Part II: Thematic Research, Part II: Thematic Literature ReviewLiterature Review

To identify and describe the To identify and describe the transition needs of Latino transition needs of Latino

youth with disabilities.youth with disabilities.

Findings: Themes from the Findings: Themes from the Research LiteratureResearch Literature

CommunityCommunity CultureCulture Individual FactorsIndividual Factors

Conceptual Model of Influence

COMMUNITY CONTEXTBig PictureLegislation & DemographicsCommunity/NeighborhoodUrban/rural, SES / Avail. of ServicesSchool Context% of Latinos, Staff values Employment

CULTURE CONTEXTFamilyNeeds, Structure, ExpectationsLanguageAvailability of Translation ServicesTraditionsIndividual VS Collective

INDIVIDUAL FACTORSRisk & ResiliencyProtective Factors, Acculturation styleIndividual Strengths and Preferences

TRANSITION PLANNINGThe process as experienced by Latino Youth with disabilities making the transition from school to adult life.

POST-SCHOOL OUTCOMES

CommunityCommunity NeighborhoodNeighborhood

– Urban/ruralUrban/rural– Socioeconomic Socioeconomic

statusstatus School EnvironmentSchool Environment

– DiscriminationDiscrimination– PerceptionsPerceptions– NeedsNeeds

EmploymentEmployment– Conflicting needsConflicting needs– Universal Goals?Universal Goals?

CultureCulture

FamilyFamily– Gender differencesGender differences– ValuesValues– Expectations Expectations

LanguageLanguage TraditionsTraditions

Individual FactorsIndividual Factors

Individual FactorsIndividual Factors Risk and ResiliencyRisk and Resiliency Strengths and PreferencesStrengths and Preferences

Research, Part III: Case Study Research, Part III: Case Study (currently underway)(currently underway)

Suburban school district in Oregon w/ Suburban school district in Oregon w/ increasing Latino Population.increasing Latino Population.

Individual interviews with key district Individual interviews with key district staff (ELL coordinator, Multicultural staff (ELL coordinator, Multicultural Liaisons, bi-lingual, bi-cultural Liaisons, bi-lingual, bi-cultural administrators, school psychologists, administrators, school psychologists, etc.)etc.)

Case Study (continued)Case Study (continued)

Focus groups with staff in secondary Focus groups with staff in secondary special ed and transition in three special ed and transition in three high schools and one community high schools and one community based programbased program

Focus groups with Latino youth with Focus groups with Latino youth with disabilities disabilities

Focus groups with family members of Focus groups with family members of these Latino youth with disabilitiesthese Latino youth with disabilities

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.

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.

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.

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.

Suggestions: Connect with Suggestions: Connect with FamiliesFamilies

Be yourself, be genuineBe yourself, be genuine Do not patronizeDo not patronize Share a personal story.Share a personal story. State why your job is important to State why your job is important to

you.you. Listen actively and reflect what you Listen actively and reflect what you

have heard to ensure accuracy of have heard to ensure accuracy of your interpretation of their needs.your interpretation of their needs.

Language is a powerful tool. Keep it Language is a powerful tool. Keep it simplesimple.

Collaborate with FamiliesCollaborate with Families Identify the already existent support system within the Identify the already existent support system within the

familyfamily Utilize their influence, respect and love towards the Utilize their influence, respect and love towards the

individual.individual. Utilize the strengths of extended families: uncles and Utilize the strengths of extended families: uncles and

aunts can be just as influential as parents.aunts can be just as influential as parents.

Educate FamiliesEducate Families

Introduce yourself to the family early on Introduce yourself to the family early on to establish trust. Get to know them. to establish trust. Get to know them.

Educate about the system and processEducate about the system and process Partner with them to create appropriate, Partner with them to create appropriate,

meaningful goals.meaningful goals. Help family navigate community Help family navigate community

resources resources Collaborate with local agencies that Collaborate with local agencies that

have existing Latino Outreach Efforts.have existing Latino Outreach Efforts.

Things to ConsiderThings to Consider

•Acknowledge that discrimination occurs Acknowledge that discrimination occurs

•NeverNever assume that a person that looks assume that a person that looks

Hispanic is from MéxicoHispanic is from México

• NeverNever assume a Hispanic person speaks assume a Hispanic person speaks

SpanishSpanish

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.

Outreach Strategies for All Outreach Strategies for All CulturesCultures

Outreach Strategies for All Outreach Strategies for All CulturesCultures

Build relationships with families, communities and Build relationships with families, communities and established organizationsestablished organizations

Respect all cultures involvedRespect all cultures involved Listen and reflect backListen and reflect back Offer assistance in other waysOffer assistance in other ways Build Trust Build Trust

Inclusiveness Strategies: Inclusiveness Strategies: Examine the MessageExamine the Message

The The wordswords– ‘‘Disability’ or ‘problem in school’?Disability’ or ‘problem in school’?– ‘‘Workshop’ or ‘parent meeting?Workshop’ or ‘parent meeting?– Person first?Person first?

ReadabilityReadability– Clear for ELL (English Language Learner) Clear for ELL (English Language Learner)

parents? (if in English)parents? (if in English)– Free of acronyms, slang or jargon?Free of acronyms, slang or jargon?

GraphicsGraphics– Representative of group?Representative of group?

Inclusiveness Strategies: Inclusiveness Strategies: Acknowledging RealityAcknowledging Reality

All families are involved in their All families are involved in their child's education (at some level) child's education (at some level)

Sometimes what we Sometimes what we cancan offer is not offer is not what is what is neededneeded

Building rapport with the community Building rapport with the community enables information exchangeenables information exchange

Building relationships is time well-Building relationships is time well-spentspent

Suggestions for Further Suggestions for Further ReadingReading

Lichtenstein, D., Lindstrom, L. & Povenmire-Kirk, T.Lichtenstein, D., Lindstrom, L. & Povenmire-Kirk, T.(2008). Promoting multicultural competence: (2008). Promoting multicultural competence: Diversity training for transition professionals. Diversity training for transition professionals. The The Journal for Vocational Special Needs Education, 30, Journal for Vocational Special Needs Education, 30, 3-153-15. .

Trainor, A. A., et al (2007). From marginalized to Trainor, A. A., et al (2007). From marginalized to maximized opportunities for diverse youth with maximized opportunities for diverse youth with disabilities: A position paper of the division on disabilities: A position paper of the division on career development and transition. career development and transition. Career Career Development for Exceptional Individuals, 31, 1,Development for Exceptional Individuals, 31, 1, 56- 56-64.64.

Llagas, C. & Snyder, T. D. (2003). Llagas, C. & Snyder, T. D. (2003). Status and Trends Status and Trends in the Education of Hispanics.in the Education of Hispanics. U.S. Department of U.S. Department of Education, National Center for Education Statistics.Education, National Center for Education Statistics.