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ERIC Number: EJ1202788
Record Type: Journal
Publication Date: 2019-Feb
Pages: 13
Abstractor: As Provided
ISSN: ISSN-2165-1434
Postsecondary Education-Focused Transition Planning Experiences of English Learners with Disabilities
Trainor, Audrey A.; Newman, Lynn; Garcia, Elisa; Woodley, Heather H.; Traxler, Rachel Elizabeth; Deschene, D. Nicole
Career Development and Transition for Exceptional Individuals, v42 n1 p43-55 Feb 2019
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.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A170259