ABSTRACT

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 disabilities by examining the National Longitudinal Transition Study 2012 dataset. Results showed that ELs with disabilities were more likely to take a passive role in transition planning and less likely to be involved in developing goals during the Individualized Education Program (IEP) transition planning meeting. ELs with disabilities, compared to non-ELs with disabilities, had lower expectations for being financially independent by age 30. These findings underscore the importance of specifically addressing the cultural and linguistic needs of ELs with disabilities during the IEP transition planning process and suggest recommendations for educational policy and practice for this population.

摘要

其他人报告了残疾英语学习者 (EL) 的增加，但对这一人群的过渡规划会议经历及其毕业后期望知之甚少。本研究通过检查 2012 年全国纵向过渡研究数据集，探讨了全国有代表性的残疾 EL 样本的过渡规划经验和毕业后期望。结果表明，在个别化教育计划 (IEP) 过渡规划会议期间，残障 EL 更有可能在过渡规划中扮演被动角色，不太可能参与制定目标。与非残疾 EL 相比，残疾 EL 对在 30 岁之前实现经济独立的期望较低。