Facilitating Transitions to College for Students With Disabilities From Culturally and Linguistically Diverse Backgrounds

A critical challenge facing special educators over time has been the overrepresentation of working-class African American, Latino/Latina, and Native American students in their programs. Although much has been done to curtail this overrepresentation, educators have a long way to go now in terms of making sure that those students who are currently overrepresented in special education have the social and cultural capital to envision possibilities for themselves beyond high school. Special educators can be at the forefront of bridging the racial, economic, and ability gaps in college admittance, retention, and graduation by engaging in professional practices that confront the discrimination and bias that may have placed many of those students in special education classrooms. Their intentionality and attention to thinking and promoting college in the future of their students can change the landscape of postsecondary attainment for working-class African American, Latino/Latina, and Native American students with disabilities. © 2008 Hammill Institute on Disabilities.