Transition planning must consider all aspects of the student’s postsecondary goals. Although the makeup of personnel in educational settings are predominantly White, the number of students from culturally, ethnically, and linguistically diverse (CELD) backgrounds continues to grow. This article promotes personal reflection on cultural competence, suggests how to incorporate cultural responsiveness into transition planning, and recommends how special educators can develop strong, compliant transition goals for students from CELD backgrounds.

中文翻译：

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过渡计划：牢记文化能力

过渡计划必须考虑学生中学后目标的所有方面。尽管教育环境中的人员构成主要是白人，但来自文化，种族和语言多样性（CELD）背景的学生人数仍在增长。本文促进了个人对文化能力的反思，提出了如何将文化应对能力纳入过渡计划的建议，并建议特殊教育者如何为来自CELD背景的学生制定强有力的合规过渡目标。