English Learners With Disabilities in High School: Population Characteristics, Transition Programs, and Postschool Outcomes

Audrey Trainor, Angela Murray, Hye Jung Kim

Research output: Contribution to journalArticle

Abstract

Little is known about the characteristics, transition education, and postschool outcomes of English learners with disabilities (ELSWDs), despite that English learners are a rapidly growing group of U.S. students with consistently poor outcomes. This study examines a nationally representative sample of ELSWDs through a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2). Complex Samples statistical analyses were used to identify ELSWDs’ sociodemographic characteristics, education and transition program characteristics, and postschool outcomes. Results confirmed disproportionate identification by race/ethnicity for Latinos and White as ELSWDs. Findings also illustrated alignment between transition planning and courses taken, yet postschool employment was significantly lower for ELSWDs. Implications include the need for research methods that address ELSWDs disproportionality in high school and transition outcome variables unique to this population. Implications for practice include the development of teacher preparation programs that apprise secondary special educators of ELSWD characteristics and their transition-related preferences, strengths, and needs.

Original languageEnglish (US)
Pages (from-to)146-158
Number of pages13
JournalRemedial and Special Education
Volume37
Issue number3
DOIs
StatePublished - 2015

Keywords

  • English language learners with disabilities
  • NLTS2
  • employment
  • high school
  • postsecondary transition

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

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