Exploring Practices That Support Postsecondary Transition Services for Middle School English Learners with Disabilities

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

Abstract

Designing educational policies to provide foundational experiences that will assist English Learners with disabilities transition to the next level (Bethea, 2016) is critical. Federal and state educational policies governing accountability systems do not currently include students who speak another language other than English and who possess a coexisting disability (Thurlow & Liu, 2001; Liu et al., 2008). The decision not to include dually identified English learners with disabilities as one of the reporting subgroups for accountability purposes impact the delivery of educational and support services provided to this group (Thurlow et. al., 2011). Data is presented on assessment and accountability policies in states with a large number of English learners with disabilities (Thurlow et al., 2004). A content analysis of these states’ assessment reporting policy documents was conducted to explore what is in Federal and state policies, the requirements for reporting data, and the policies or practices that have been implemented to address the needs of English learners with disabilities.

The presentation offers multiple ways to connect transition services to the needs of English learners with disabilities such as educating parents and students on the differences between secondary and postsecondary laws, providing strategies on how to equip this group with the skills necessary to overcome challenges when transitioning to postsecondary settings, and outlining steps for receiving disability services at postsecondary institutions (Kohler & Field, 2003; Mazzotti, Rowe, & Test, 2013). Additionally, supporting language proficiency and disability needs as well as using data to support English learners with disabilities transitioning into college programs or careers are discussed (Kozleski, 2010). This panelist will facilitate a discussion and make recommendations for improving accountability systems to include: (1) formulating educational policies that support postsecondary transition services for dually identified English learners with exceptional needs; (2) using valid and reliable data to develop effective transition plans; and (3) utilizing various approaches to strengthen state and local accountability systems (Minnema et al., 2005; Nufeld, 2009; Trainor & Kim, 2014).

Author

• Carlette Chenelle Bethea, Howard University