Enhancing Secondary Special Education Teachers' Knowledge and Competencies in Working With Culturally and Linguistically Diverse Families Through Online Training

Abstract

Although numerous studies have identified the importance of family involvement during transition planning, they have also identified significant barriers to such involvement among culturally and linguistically diverse (CLD) families. The purpose of this study was to determine the effects of online training on secondary special education teachers' knowledge of, attitudes toward, and competencies in working with CLD families during transition planning. Results indicated significant knowledge gain for teachers who participated in online training compared to the control group members, who did not receive the training. However, teacher attitudes and perceived levels of competence related to involving CLD families did not show significant changes. The authors discuss the implications for future research and training to improve transition practices specific to CLD families.