MD-PhD training takes, on average, 8 years to complete and involves two transitions, an MD-preclinical to PhD-research phase and a PhD-research to MD-clinical phase. There is a paucity of research about MD-PhD students' experiences during each transition. This study examined transition experiences reported by 48 MD-PhD students who had experienced…

Positive transitions across home, ECEC and compulsory school education (CSE) are critical in promoting children's development and educational achievement: this seems especially the case for children from migrant backgrounds. However, as a consequence of entrenched institutional practices and lack of ownership the issues by the different groups of…

Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain subpopulations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer…

Transition support for international students has traditionally adopted deficit models which attempt to "fix" assumed academic literacy problems. This study explores a more culturally inclusive initiative which supported international students at a UK university in a holistic and developmental way. The initiative was delivered across an…

Cultural and linguistic diversity (CLD) refers to interactions and comparisons between people within an environment, rather than specific characteristics of an individual (Barrera & Corso, 2003). Students who are typically included in this category are (1) African Americans; (2) Asian Americans; (3) Native Americans; (4) Hispanic Americans;…

"Cultural competence" is more than a buzzword; it is a best practice for transition educators who work with culturally and linguistically diverse (CLD) students in special education. Developing cultural competence is easier said than done, and many educators don't know where to start. Knowing the history and definitions of cultural…

Parents from culturally diverse backgrounds need to feel that they play a vital role in the future success of their sons or daughters with disabilities. Differences in culture and ethnicity can affect families' involvement in transition planning and the goals that they emphasize for their children. Families of diverse backgrounds were surveyed and…

Too often, culturally and linguistically diverse (CLD) youth with disabilities have a tougher road to adulthood than their Caucasian peers with disabilities. Reverse the odds with this concise how-to book, the first guide to easing the complex transition process for CLD students with a wide range of special needs. A veteran trainer of transition…

Discusses the need for careful consideration of family and cultural factors in transition planning. Issues explored include degree of independence for the adolescent desired by the family, rules of acceptance, needs for information, changes in family routines, and family and child life experiences. (Author/CR)

Stresses the importance of understanding the world views of diverse cultural groups and acknowledging differences in communication styles and patterns when planning transitional services for disabled minority students in rural areas. Includes suggestions for effective transition planning for culturally diverse students and their families. (LP)

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the…

Part of a series designed to provide practical resources for transition personnel on a variety of topics essential to the process of preparing individuals with disabilities for adulthood, this guide focuses on assessment for transition planning. Chapter 1, "Transitions Assessment: What Do We Need To Know about Students and Why?," discusses the…

This publication is designed to address new paradigms such as research, policies, and daily school practices which tend to reduce or perpetuate inequities in educational opportunities for culturally and linguistically diverse individuals with disabilities and/or gifts and talents. This particular issue includes articles that discuss referrals of…