A National View of Transition Planning Participation and Post-School Goals for English Learners with Disabilities

Yi Chen Wu, Martha Thurlow, David Johnson

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

The increase in English learners (ELs) with disabilities has been reported by others, yet little is known about the transition planning meeting experiences of this population and their post-school expectations. This study explored transition planning experiences and post-school expectations of a nationally representative sample of ELs with disabilities by examining the National Longitudinal Transition Study 2012 dataset. Results showed that ELs with disabilities were more likely to take a passive role in transition planning and less likely to be involved in developing goals during the Individualized Education Program (IEP) transition planning meeting. ELs with disabilities, compared to non-ELs with disabilities, had lower expectations for being financially independent by age 30. These findings underscore the importance of specifically addressing the cultural and linguistic needs of ELs with disabilities during the IEP transition planning process and suggest recommendations for educational policy and practice for this population.

Original languageEnglish (US)
Pages (from-to)18-35
Number of pages18
JournalExceptionality
Volume31
Issue number1
DOIs
StatePublished - Jul 1 2021

Bibliographical note

Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A180178 to the University of Minnesota. The opinions expressed are those of the authors and do not represent views of the Institute or U.S. Department of Education.

Publisher Copyright:
© 2021 Taylor & Francis.

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