Postsecondary Education-Focused Transition Planning Experiences of English Learners With Disabilities

Audrey Trainor, Lynn Newman, Elisa Garcia, Heather Woodley, Rachel Elizabeth Traxler, D. Nicole Deschene

Research output: Contribution to journalArticle

Abstract

Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities, based on secondary analysis of the National Longitudinal Transition Study (NLTS) 2012. Results demonstrated that these students’ experiences were similar to other students with disabilities except that, according to parents, the transition component of the individualized education program (IEP) was likely to be developed by school personnel, with little input from students and family members, and necessary information about careers and financial aid was lacking. These findings underscore the intersectional identities and related experiences of this population and the implications for policy, transition education, and school services.

Original languageEnglish (US)
JournalCareer Development and Transition for Exceptional Individuals
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

disability
planning
financial aid
education
experience
student
secondary analysis
school
family member
personnel
parents
career
Post-secondary education
Planning
Education

Keywords

  • bilingual learners
  • cultural competency
  • disabilities
  • family involvement
  • high school
  • planning

ASJC Scopus subject areas

  • Education
  • Organizational Behavior and Human Resource Management

Cite this

Postsecondary Education-Focused Transition Planning Experiences of English Learners With Disabilities. / Trainor, Audrey; Newman, Lynn; Garcia, Elisa; Woodley, Heather; Traxler, Rachel Elizabeth; Deschene, D. Nicole.

In: Career Development and Transition for Exceptional Individuals, 01.01.2018.

Research output: Contribution to journalArticle

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