School Engagement of Secondary School English Language Learners With Disabilities

• In Event: Bilingual Aspects in Special Education

Abstract

Student engagement is necessary for both in-school and postschool success for all students (Christenson, Reschley, & Wiley, 2012). For students with disabilities, including those dually identified as English learners, developing and strengthening school engagement potentially mitigates barriers and improves outcomes. Barriers include those associated with disability intertwined with challenges in language and literacy development (Klingner, Artiles, & Barletta, 2006). Additional barriers associated with race-, class-, and linguistic-based historical marginalization and discrimination, as well as poverty and under-resourced education settings (Aud, et al., 2011). We examined the school engagement of English learners with disabilities in secondary school, based on secondary analysis of the National Longitudinal Transition Study 2012, the most recent nationally-representative dataset of secondary school experiences of students with disabilities.

Authors

• Audrey A. Trainor, New York University

• Lynn A. Newman, SRI International

• Heather Homonoff Woodley, New York University