[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598420-105":59,"doc-detail-598420-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","factors-related-to-accessing-postsecondary-school-supports-by-english-learners-with-disabilities-article","Factors Related to Accessing Postsecondary School Supports by English Learners With Disabilities - Article","","This study investigates how demographic factors, disability-related experiences, and transition planning relate to English learners with disabilities accessing disability-specific and universally available supports at 2- and 4-year colleges. Results rely on secondary analysis of a nationally representative sample of about 160 English learners with disabilities from NLTS2. Logistic regression highlights two potentially modifiable factors linked to greater access: high school transition plans identifying postsecondary supports, and self-determination measures such as autonomy and empowerment.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/factors-related-to-accessing-postsecondary-school-supports-by-english-learners-with-disabilities-article/598420/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/factors-related-to-accessing-postsecondary-school-supports-by-english-learners-with-disabilities-article/598420.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does the study examine about English learners with disabilities?","Question",{"text":113,"@type":114},"It examines the relationship between demographic factors, disability-related experiences, transition planning, and the likelihood of accessing disability-specific and universally available college supports.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What data source and sample does the study use?",{"text":118,"@type":114},"Findings come from secondary analysis of a nationally representative sample of about 160 English learners with disabilities included in the National Longitudinal Transition Study-2 (NLTS2).",{"name":120,"@type":111,"acceptedAnswer":121},"Which factors were linked to increased access to postsecondary supports?",{"text":122,"@type":114},"Higher access was associated with high school transition plans that identify postsecondary supports as needed services and with aspects of self-determination, including personal autonomy and psychological empowerment.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},598420,1792161277,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":41,"preview_page_count":4},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Factors Related to Accessing Postsecondary School Supports by English Learners With Disabilities  \nCareer Development and Transition for Exceptional Individuals  \n2024, Vol. 47(2) 80–91  \n© Hammill Institute on Disabilities 2023 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/21651434231154584](DOI: 10.1177/21651434231154584)[ ](DOI: 10.1177/21651434231154584)[cdtei.sagepub.com](cdtei.sagepub.com)  \nLynn A. Newman, EdD 1, Audrey A. Trainor, PhD2, and Lindsay Romano, MS2  \nAbstract  \nThis study examined the relationship between demographic, disability-related, and transition planning experiencesand accessing disability-specific and universally available supports at 2- and 4-year colleges by postsecondary students identified in secondary school as English learners with disabilities. Findings were based on secondary analysis of a nationally representative sample of approximately 160 English learners with disabilities included in the National Longitudinal Transition Study-2 (NLTS2). Logistic regression results identified two potentially malleable factors linked to increased likelihood of English learners with disabilities accessing postsecondary supports. If these students had a high school transition plan that indicated postsecondary supports as a needed post-high school service, when they attended college they were more likely to access both postsecondary disability-specific supports (p \u003C .01), and supports universally available to the full postsecondary student body (p \u003C .001). Aspects of self-determination also were related to an increased likelihood of seeking postsecondary supports. Higher levels of personal autonomy were positively related to accessing disability-specific (p \u003C .001) and universally available help (p \u003C .05), and higher levels of psychological empowerment were related to receipt of universally available supports (p \u003C .01). These findings demonstrate that high school professionals can support the postschool success of English learners with disabilities by influencing their likelihood of accessing beneficial supports in postsecondary school.  \nKeywords  \nEnglish learners, students with disabilities, college supports, transition plan, self-determination  \nWhen a national sample of secondary students with disabilities were asked about their postsecondary education expectations, more than three-quarters expected to complete a postsecondary degree (Lipscomb et al., 2017) . With the ongoing rise in postsecondary enrollment for students with disabilities, these expectations were not unwarranted. Between 1990 and 2005, the postsecondary enrollment rate of students with disabilities nearly doubled (Newman et al., 2010), and enrollment rates have continued to increase (Hinz et al., 2017) . Although these statistics are encouraging, data on degree completion for students with disabilities remain troubling. Comparing data from the National Longitudinal Transition Study (NLTS) and NLTS2, Newman et al. (2010) found no significant difference in completion rates of students with disabilities between 1990 and 2005. More recent data indicate that fewer than half of individuals with disabilities who had ever enrolled in a 4-year college had received a degree or credential, and among those who had ever enrolled in a 2-year college, approximately one-third had completed their program (Snyder et al., 2016) . The data on degree completion for students who are English learners (ELs)  \nwith a disability are even more stark. Only one-quarter of those who had attended a 2-year college had completed their program, and of those who attended a 4-year college, only 4% had completed their programs (U.S. Department of Education, 2012) .  \nTo fully benefit from postsecondary education, students need to graduate. For example, the median earnings of 25-to 34-year-olds with a bachelor’s degree were US$55,700, as compared with US$39,750 for those who h","cbCaigJSjUbKD6LK","https://ap.wps.com/l/cbCaigJSjUbKD6LK","pdf",442871,12,"English","# Abstract\n## Study focus\n## Data source and methods\n## Key findings","[{\"question\":\"What does the study examine about English learners with disabilities?\",\"answer\":\"It examines the relationship between demographic factors, disability-related experiences, transition planning, and the likelihood of accessing disability-specific and universally available college supports.\"},{\"question\":\"What data source and sample does the study use?\",\"answer\":\"Findings come from secondary analysis of a nationally representative sample of about 160 English learners with disabilities included in the National Longitudinal Transition Study-2 (NLTS2).\"},{\"question\":\"Which factors were linked to increased access to postsecondary supports?\",\"answer\":\"Higher access was associated with high school transition plans that identify postsecondary supports as needed services and with aspects of self-determination, including personal autonomy and psychological empowerment.\"}]","Factors Related to Accessing Postsecondary School Supports by English Learners With Disabilities - Article | PDF",1792086899]