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Findings showed broadly similar experiences to other students with disabilities, but parents reported that the IEP transition component was developed mainly by school personnel with limited student and family input, and career and financial aid information was often missing. 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Trainor, PhD 1, Lynn Newman, EdD2, Elisa Garcia, PhD2, Heather H. Woodley, PhD 1, Rachel Elizabeth Traxler, MA 1, and D. Nicole Deschene, MEd 1  \nCareer Development and Transition for Exceptional Individuals  \n2019, Vol. 42(1) 43–55  \n© Hammill Institute on Disabilities 2018 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2165143418811830](DOI: 10.1177/2165143418811830)[ ](DOI: 10.1177/2165143418811830)[cdtei.sagepub.com](cdtei.sagepub.com)  \nAbstract  \nTransition 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.  \nKeywords  \nhigh school, bilingual learners, planning, disabilities, cultural competency, family involvement  \nPostsecondary education has become increasingly important as the gap in earnings between high school and college graduates continues to widen (Pew Research Center, 2014) . Census Bureau data indicate that 88% college graduatesand 77% of those with some college were employed, as compared with 69% of high school graduates (McFarland et al., 2017) . Although postsecondary education outcomes have generally improved for students with disabilities as a whole, progress has not been consistent across disability, racial/ethnic, and socioeconomic subpopulations (Newman et al., 2011) . These differential outcomes are particularly apparent for a growing sector of the U.S. school population: those who are dually identified as English learner (EL) students with disabilities. Many of these students face multiple barriers to postsecondary success, including those associated with disability intertwined with challenges linked to language and literacy development (Klingner, Artiles, & Barletta, 2006), structural barriers associated with individual- and community-level discrimination and poverty, and diminished access to high performing, resourced schools (Samson & Lesaux, 2015) . To help address some of these barriers, researchers have focused on identifying the secondary transition practices and predictors related to improved postschool success (e.g., Doren, Gau, & Lindstrom, 2012; Haber et al., 2016; Mazzotti et al., 2016;  \nTest et al., 2009) . This article examines the postsecondary education-focused transition planning experiences of a nationally representative sample of students dually identified as ELs and as students with disabilities.  \nEL students with disabilities are students who are dually identified as needing to receive English language and disability-related services. The EL term is a label with an arguably deficit orientation; however, we use the term here to maintain consistency with how education policy and school districts most frequently categorize emergent bilingual students who receive English language services and who have not yet been reclassified as English proficient based on standardized measures. Students who receive English language support and services are one of the fastest gr","cbCaiqK5ZzdDZ0lr","https://ap.wps.com/l/cbCaiqK5ZzdDZ0lr","pdf",372349,13,"English","# Abstract\n# Keywords\n# Postsecondary Education Context and Challenges\n# Study Focus and Definitions\n# English Learners With Disabilities: Characteristics and Barriers","[{\"question\":\"Why is transition planning especially important for dually identified English learners with disabilities?\",\"answer\":\"The document notes these learners face additional challenges to postsecondary education success, making transition planning a particularly important support area.\"},{\"question\":\"What did the study find about how IEP transition components are developed?\",\"answer\":\"According to parents, the transition component of the IEP was likely developed by school personnel, with little input from students and family members.\"},{\"question\":\"What information was frequently lacking for these students regarding postsecondary preparation?\",\"answer\":\"Necessary information about careers and financial aid was lacking, according to the study’s results.\"}]","Postsecondary Education-Focused Transition Planning Experiences of English Learners With Disabilities | PDF",1792086341,33]