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, based on secondary analysis of the National Longitudinal Transition Study (NLTS) 2012. Results demonstrated that these students’ experiences were similar to other students with disabilities except that, according to parents, the transition component of the individualized education program (IEP) was likely to be developed by school personnel, with little input from students and family members, and necessary information about careers and financial aid was lacking. These findings underscore the intersectional identities and related experiences of this population and the implications for policy, transition education, and school services.

中文翻译：

---

中学英语为重点的英语学习者过渡计划的经验

过渡计划对于双重识别的残疾英语学习者尤其重要，他们经常面临中学后教育成功的其他挑战。这项研究基于2012年国家纵向过渡研究（NLTS）的二级分析，考察了学后的期望，过渡计划的经验以及全国代表性的英语学习者样本的支持。结果表明，这些学生的经历与其他学生相似残障人士除外，但据父母称，个性化教育计划（IEP）的过渡部分可能由学校人员开发，而学生和家庭成员的投入很少，并且缺乏有关职业和经济援助的必要信息。