Affiliation:
1. University of Virginia, Charlottesville, USA
2. The University of Kansas, Lawrence, USA
Abstract
There is a strong and compelling research base suggesting improved outcomes when youth across disability populations are provided access to evidence-based transition planning. However, there are also systemic inequities in who has been the focus of the research that has established the “evidence” base. There is a need to rethink who is the center of transition research and disrupt race-neutral strategies embedded in interventions and assessments that have been used in transition research, teacher education, and transition practices adopted in schools. The purpose of this article is to put forward a set of equity-oriented indicators for conducting research that can disrupt dominant narratives in transition research and advance diversity, equity, and inclusion in research, teacher education, and practice. The indicators introduced in this article will provide direction for conducting equity-focused research with transition-age youth, especially racially and ethnically marginalized youth with disabilities. The indicators advance the adoption of anti-ableist and anti-racist values that center the funds of knowledge of those who are marginalized in our current research, teacher education, and school systems.
Subject
Organizational Behavior and Human Resource Management,Education
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