Postsecondary Transition and English Language Learners With Disabilities: Data From the Second National Longitudinal Transition Study

• In Event: 46.087 - Poster Session 8
  In Poster Session: 46.087-8 - Special Education Research SIG: Academic Interventions and Outcomes

Abstract

Little is known about the postschool outcomes of English language learners with disabilities (ELSWD) despite the rapid growth of the population. This descriptive study examines a nationally representative sample of ELSWD through a secondary analysis of the National Longitudinal Transition Study to identify ELSWD sociodemographic characteristics, their secondary education and transition program characteristics, and their postschool outcomes. Results confirmed disproportionate identification by race/ethnicity for Latinos and European American ELLs, the likelihood of transition planning and related academic course alignment, and the low rate of postschool employment. Implications include the need for targeted research methods specific to the inclusion of ELSWD and the preparation of secondary special educators to include issues and knowledge specific to ELLs with disabilities.

Authors

• Audrey A. Trainor, New York University

• Angela Murray, The University of Kansas

• Hyejung Kim, University of Wisconsin-Madison