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Direct linkYi-Chen Wu; Martha Thurlow; David Johnson – Journal of the American Academy of Special Education Professionals, 2024
The Individuals with Disabilities Education Act emphasizes that students and parents are equal partners in the individualized education program (IEP) process, including planning for transition to postsecondary education, employment, and community living. This is especially important for English learners (ELs) with disabilities, yet little is known…
Descriptors: Parent Attitudes, Transitional Programs, Cooperative Planning, Parent Participation
Wu, Yi-Chen; Thurlow, Martha; Johnson, David – Exceptionality, 2023
The increase in English learners (ELs) with disabilities has been reported by others, yet little is known about the transition planning meeting experiences of this population and their post-school expectations. This study explored transition planning experiences and post-school expectations of a nationally representative sample of ELs with…
Descriptors: Individualized Transition Plans, English Language Learners, Students with Disabilities, Longitudinal Studies
Download full textTrainor, Audrey A.; Newman, Lynn; Garcia, Elisa; Woodley, Heather H.; Traxler, Rachel Elizabeth; Deschene, D. Nicole – Career Development and Transition for Exceptional Individuals, 2019
Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities,…
Descriptors: Postsecondary Education, Transitional Programs, Educational Planning, English Language Learners
Audrey Trainor; Lindsay Romano; Gracy Sarkissian; Lynn Newman – Grantee Submission, 2023
Background: School closures and service disruptions related to the COVID-19 pandemic significantly impacted students' postschool transitions. Students with disabilities who were also members of historically marginalized groups including immigrant students, multilingual students, students of color, and those experiencing poverty, were…
Descriptors: School Closing, Special Education, COVID-19, Pandemics
Trainor, Audrey A.; Newman, Lynn; Garcia, Elisa; Woodley, Heather Homonoff; Traxler, Rachel Elizabeth; Deschene, D. Nicole – Grantee Submission, 2018
Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities,…
Descriptors: Postsecondary Education, Transitional Programs, Educational Planning, English Language Learners
