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English Learners With Disabilities in High School: Population Characteristics, Transition Programs, and Postschool Outcomes
Ist Teil von
Remedial and special education, 2016-05, Vol.37 (3), p.146-158
Ort / Verlag
Los Angeles, CA: SAGE Publications
Erscheinungsjahr
2016
Link zum Volltext
Quelle
Applied Social Sciences Index & Abstracts (ASSIA)
Beschreibungen/Notizen
Little is known about the characteristics, transition education, and postschool outcomes of English learners with disabilities (ELSWDs), despite that English learners are a rapidly growing group of U.S. students with consistently poor outcomes. This study examines a nationally representative sample of ELSWDs through a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2). Complex Samples statistical analyses were used to identify ELSWDs’ sociodemographic characteristics, education and transition program characteristics, and postschool outcomes. Results confirmed disproportionate identification by race/ethnicity for Latinos and White as ELSWDs. Findings also illustrated alignment between transition planning and courses taken, yet postschool employment was significantly lower for ELSWDs. Implications include the need for research methods that address ELSWDs disproportionality in high school and transition outcome variables unique to this population. Implications for practice include the development of teacher preparation programs that apprise secondary special educators of ELSWD characteristics and their transition-related preferences, strengths, and needs.