Endless Potential: Preparing English Learners for Postsecondary Options

• In Event: Exploring Possibilities: Effective Educational Approaches to Improve Outcomes for Marginalized Youth From Birth to Adulthood

Abstract

English Language Learners are the fastest growing population of students in U.S. public schools. Currently, there are 5 million students who receive second language support services and it is estimated that 1 in 4 students in public schools will have English as their second language by 2025 (United States Department of Education, 2013). As the overall number of English Learners has increased, there has also been an increase in the number of students who are twice exceptional; second language learners with disabilities (Park, Magee, Martinez, Willner, & Paul, 2016). Approximately 9% of special education students are English learners (National Center on Educational Outcomes, 2011).
While significant research has been conducted on the components of effective transitional programs for students with disabilities (Greene, 2014) and instructional programs for English learners (Orosco & O’Connor, 2014; Park et al., 2016; Sparks, 2016), there has not been the same focus on how to design effective instructional and transition programs for Culturally and Linguistically Diverse Exceptional (CLDE) students to transition into postsecondary work and/or education (Hoover & Patton, 2005; Trainor, Murray & Kim, 2016; Zetlin, Beltran, Salcido, Gonzalez & Reyes, 2011; Wanzek, Swanson, Vaughn, Roberts & Fall, 2015). When presented with this population, the discussion often revolves around legal mandates to meet students IEP goals and determining who will provide their disability services. Practitioner and teacher professional preparation often focus on either tailoring instruction to develop students’ academic language, or addressing their special needs without considering how to prepare students to participate in postsecondary opportunities.
Transition services for students with disabilities became a requirement under the Individuals with Disabilities Education Improvement Act of 2004. Prior to IDEA (2004), Halpern (1985) suggested that a comprehensive transition model not only prepare students for postsecondary education and employment, but it should also focus on aspects of the residential environment and developing social and interpersonal networks. Key components of transition include (a) futures planning, (b) student development (c) interagency collaboration, (d) family involvement and (e) school programming (Kohler, 1996). CLDE students require the use of culturally responsive methods in each component in order to make each accessible and meaningful (Crosnoe, 2009).
As CLDE students are prepared to transition from the secondary level to postsecondary education and work opportunities they will need additional support from a cadre of service professionals to receive specialized instruction and assistance (Trainor, et al., 2016). This session examines the legal and historical contexts, research-based instructional strategies, and teacher competencies needed to effectively service and transition students who are twice exceptional.

Author

• Kia McDaniel, Bowie State University