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For students who are English learners and have identified disabilities, additional barriers related to ableism, racism, and language learning can affect planning. This ethnographic interview study examines triad collaboration among dually identified students, families, and teachers and identifies three collaboration patterns that hinder or facilitate success.",{"@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/triad-transition-planning-for-students-receiving-special-education-and-english-learner-services-families-and-teachers/598376/",{"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/triad-transition-planning-for-students-receiving-special-education-and-english-learner-services-families-and-teachers/598376.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main developmental focus of the transition planning discussed in the study?","Question",{"text":112,"@type":113},"The study centers on transition to adulthood as a major developmental milestone that requires coordinated planning among students, families, and teachers to reach postschool goals.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What makes the transition planning context more challenging for dually identified students?",{"text":117,"@type":113},"The paper describes additional barriers for students who are English learners and diagnosed with disabilities, including challenges linked to ableism, racism, and learning a new language.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the authors study collaboration across the triad?",{"text":121,"@type":113},"The authors conducted ethnographic interview research with nine triads, each including a student, one parent, and one teacher, and analyzed qualitative patterns in collaboration and participation.","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},598376,1792190373,{"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":29,"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":41,"preview_page_count":4},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Triad Transition Planning for Students Receiving Special Education and English Learner Services, Families, and Teachers  \nLindsay E. Romano, MS 1, Audrey A. Trainor, PhD 1, and Lynn A. Newman, PhD2  \nCareer Development and Transition for Exceptional Individuals  \n2023, Vol. 46(4) 211–222  \n© Hammill Institute on Disabilities 2023 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/21651434221143514](DOI: 10.1177/21651434221143514)[ ](DOI: 10.1177/21651434221143514)[cdtei.sagepub.com](cdtei.sagepub.com)  \nAbstract  \nThe transition to adulthood marks a major developmental milestone, and careful planning is required between students, families, and teachers in order to successfully set and achieve postschool goals. For students who are English learners and diagnosed with a disability, additional challenges may arise as they navigate barriers associated with ableism, racism, and learning a new language. In this ethnographic interview study, we explore how collaboration works across the“triad,” or between dually identified students, their families, and their teachers in the transition planning process. We observed three patterns that appeared to hinder or facilitate successful transition planning: (a) divergence or missed opportunities for collaboration,(b) convergence and collaboration with a focus on secondary experiences and challenges, and (c) convergence and collaboration with a focus on postschool goals. We discuss each finding and provide recommendations for future research and practice to support improved collaboration and transition planning practices for dually identified students.  \nKeywords  \npostsecondary education, transition, multilingual learners, disability, special education, high school, qualitative, parent participation  \nTransition policy, research, and practice is built on the foundational principle that home–school collaboration contributes to positive postschool outcomes for students with disabilities. Students, family members, and teachers each play pivotal roles in facilitating this collaboration, individually and collectively influencing postschool planning and outcomes, and in doing so, forming a triad. Common sense and decades of research on the rationale, methods, and results of culturally responsive practices show that, in a pluralistic society such as the United States, people, and thus triads, have a high degree of variability in experiences and perceptions (Artiles et al., 2011, 2016; Arzubiaga et al., 2008) . This variability is associated with differential exposure to advantage and disadvantage, linked to members’preferences, strengths, and needs; and contextualized by the sociocultural histories in which the members live, learn, and work. Home-school collaboration and student selfdetermination are also among the evidence-based transition practices that predict successful transitions from highschool to adulthood in relation to goal attainment (e.g., Mazzotti et al., 2021) . One pernicious challenge, however, is promoting home-school collaboration and the development of self-determination in culturally sustaining ways while removing structural barriers to equitable, positive, postschool transitions (Cavendish et al., 2017) .  \nIn this examination of transition planning within triads, we are focused on the experiences and perceptions of highschool students who receive both special education and English learner (EL) services, their families, and their teachers. Previous studies have shown that 77% of these students are Black or Latinx, 80% are from low socioeconomic backgrounds, and all use multiple languages (Burghardtet al., 2017) . We refer to this population of youth as being dually identified, rather than as ELs with disabilities, recognizing that accurate identification and services have been inconsistent for students of color, those who experience poverty, and those who use multiple languages. Examinin","cbCaiaOqd7oWcbEd","https://ap.wps.com/l/cbCaiaOqd7oWcbEd","pdf",385613,12,"English","# Abstract\n# Transition policy, research, and practice\n# Study focus and population\n# Study design and interview data\n# A Lens of Caution","[{\"question\":\"What is the main developmental focus of the transition planning discussed in the study?\",\"answer\":\"The study centers on transition to adulthood as a major developmental milestone that requires coordinated planning among students, families, and teachers to reach postschool goals.\"},{\"question\":\"What makes the transition planning context more challenging for dually identified students?\",\"answer\":\"The paper describes additional barriers for students who are English learners and diagnosed with disabilities, including challenges linked to ableism, racism, and learning a new language.\"},{\"question\":\"How did the authors study collaboration across the triad?\",\"answer\":\"The authors conducted ethnographic interview research with nine triads, each including a student, one parent, and one teacher, and analyzed qualitative patterns in collaboration and participation.\"}]","Triad Transition Planning for Students Receiving Special Education and English Learner Services, Families, and Teachers | PDF",1792086817]