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…

What we know about transition-age ELs with disabilities comes from a limited number of studies and reports. These students face multiple obstacles to achieving the benchmarks of post-school success, including coming from disadvantaged socioeconomic backgrounds and having lower academic achievement than other students with disabilities. This study…

Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing (DHH) youth's postsecondary enrollment in 2-year, 4-year, and career or technical education institutions. We examined the proportion of academic and career or…

Secondary data analysis was used to develop and examine disability-related differences in outcome constructs from the National Longitudinal Transition Study-2. Findings suggest that outcome constructs could be created that represented key elements of quality of life domains including social relationships, financial independence, financial…

The purpose of this article is to investigate the potential role of parent involvement and parent expectation in postschool outcomes for individuals who are d/Deaf or hard of hearing (DHH). Students who are DHH have lower retention and employment rates than their peers. Recognizing the importance of family in developmental outcomes for all…