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Findings showed that these learners differed significantly from other students with disabilities, from English learners without disabilities, and from non–English learners in the general population. They were less likely to act autonomously and to report empowerment- or self-realization-related behaviors. Multivariate analyses linked student and family factors—including age, gender, and postsecondary expectations—to variation across self-determination dimensions, informing intervention selection, implementation, and evaluation.",{"@graph":69,"@context":122},[70,84,105],{"@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/national-picture-of-the-self-determination-characteristics-of-secondary-school-english-learners-with-disabilities/598253/",{"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/national-picture-of-the-self-determination-characteristics-of-secondary-school-english-learners-with-disabilities/598253.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What dataset and approach did the study use?","Question",{"text":112,"@type":113},"The study used secondary analysis of the National Longitudinal Transition Study 2012 (NLTS 2012) to examine self-determination among secondary school English learners with disabilities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did self-determination of these students differ from comparison groups?",{"text":117,"@type":113},"Self-determination characteristics differed significantly from those of other students with disabilities, English learners without disabilities, and non–English learners, including lower likelihood of autonomous action and less reporting of empowerment- or self-realization-related behaviors.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors were associated with variations in self-determination dimensions?",{"text":121,"@type":113},"Multivariate analyses identified student and family characteristics associated with variations across self-determination aspects, including age, gender, and postsecondary expectations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598253,1792161004,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","National Picture of the Self-Determination Characteristics of Secondary School English Learners With Disabilities  \nLynn A. Newman, EdD 1, Elisa B. Garcia, PhD 1, Audrey A. Trainor, PhD2, and Melanie Chong, MA 1  \nCareer Development and Transition for Exceptional Individuals  \n2021, Vol. 44(4) 216–228  \n© Hammill Institute on Disabilities 2021 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2165143420982923](DOI: 10.1177/2165143420982923)[ ](DOI: 10.1177/2165143420982923)[cdtei.sagepub.com](cdtei.sagepub.com)  \nAbstract  \nWe examined the self-determination of English learners with disabilities in secondary school, based on a secondary analysis of the National Longitudinal Transition Study 2012 (NLTS 2012). Self-determination characteristics of English learners with disabilities differed significantly from those of other students with disabilities, and of English learner students and students who are not English learners in the general population, including their being less likely to act autonomously or report empowerment-related or self-realization-related behaviors. Multivariate analyses identified several student and family characteristics associated with variations in aspects of self-determination, including age, gender, and postsecondary expectations. Implications for practice and research are discussed, including the importance of considering these factors when selecting, implementing, and evaluating self-determination interventions for English learners with disabilities.  \nKeywords  \nEnglish learners with disabilities, self-determination, high school students, autonomy, empowerment, self-realization  \nStudents’ self-determination, which plays a critical role in both in-school and postschool outcomes (Mazzotti et al., 2021; Rowe et al., 2021), may be particularly important for secondary school English learners (ELs; see Note 1) with disabilities. These students are at the intersection of two widely studied groups—ELs and students with disabilities—both with historically poor educational access and academic outcomes (Newman, Wagner, Huang et al., 2011; Slama, 2012) . Opportunities to learn have been limited for both groups. In addition to the historical marginalization that prevented both ELs and students with disabilities from being served in general education classrooms, the accurate assessment of disability for ELs is an ongoing challenge (Klingner & Eppolito, 2014) . Both groups also experience shortages of licensed teachers (Sutcher et al., 2019) and, for ELs with disabilities in particular, the majority attend underresourced schools (Trainor et al., 2019) . It is in this context that ELs with and without disabilities have consistently scored far lower than their peers on the National Assessment of Educational Progress (NEAP) reading and math assessments (U.S. Department of Education, 2019) . Postschool outcomes also are problematic, with ELs with disabilities being significantly less likely than other young adults to have been employed at some point since highschool or to have ever enrolled in a 2-or 4-year college or university (Newman, Wagner, Knokey et al., 2011; Trainor et al., 2016) .  \nA constellation of additional causes likely contribute to the academic struggles and diminished high school and postschool outcomes for ELs with disabilities (Burr et al., 2015) . These dually identified students are disproportionately likely to face barriers associated with race-, class-, and linguistic-based historical marginalization and discrimination that are particularly relevant to self-determination. For example, ELs with disabilities who express goals in formal transition planning meetings have encountered teacher biases and experienced a lack of culturally responsive opportunities to express self-determination (PovenmireKirk et al., 2010). Few school districts report implementing research-based practices recommended for tran","cbCaiaRTvLWMZL6n","https://ap.wps.com/l/cbCaiaRTvLWMZL6n","pdf",394109,13,"English","# Abstract\n# Keywords\n# Background and Significance\n## Self-determination in secondary school outcomes\n## Barriers affecting English learners with disabilities\n# Purpose of the Study\n# Conceptual Framework: Self-determination","[{\"question\":\"What dataset and approach did the study use?\",\"answer\":\"The study used secondary analysis of the National Longitudinal Transition Study 2012 (NLTS 2012) to examine self-determination among secondary school English learners with disabilities.\"},{\"question\":\"How did self-determination of these students differ from comparison groups?\",\"answer\":\"Self-determination characteristics differed significantly from those of other students with disabilities, English learners without disabilities, and non–English learners, including lower likelihood of autonomous action and less reporting of empowerment- or self-realization-related behaviors.\"},{\"question\":\"Which factors were associated with variations in self-determination dimensions?\",\"answer\":\"Multivariate analyses identified student and family characteristics associated with variations across self-determination aspects, including age, gender, and postsecondary expectations.\"}]","National Picture of the Self-Determination Characteristics of Secondary School English Learners With Disabilities | PDF",1792086579,33]