Postsecondary Education-Focused Transition Planning Experiences of English Learners With Disabilities

Audrey A. Trainor, Lynn Newman, Elisa Garcia, Heather H. Woodley, Rachel Elizabeth Traxler, D. Nicole Deschene

Research output: Contribution to journalArticlepeer-review


Transition 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.

Original languageEnglish (US)
Pages (from-to)43-55
Number of pages13
JournalCareer Development and Transition for Exceptional Individuals
Issue number1
StatePublished - Feb 1 2019


  • bilingual learners
  • cultural competency
  • disabilities
  • family involvement
  • high school
  • planning

ASJC Scopus subject areas

  • Education
  • Organizational Behavior and Human Resource Management


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