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

Autor/inn/en	Trainor, Audrey; Murray, Angela; Kim, Hye-Jung
Titel	English Learners with Disabilities in High School: Population Characteristics, Transition Programs, and Postschool Outcomes
Quelle	In: Remedial and Special Education, 37 (2016) 3, S.146-158 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932515626797
Schlagwörter	English Language Learners; Disabilities; High School Students; Demography; Transitional Programs; Outcomes of Education; Student Characteristics; Disproportionate Representation; Minority Group Students; Ethnicity; Hispanic American Students; White Students; Employment Potential; Longitudinal Studies; Statistical Analysis; Racial Differences + Suchen Sie Ihr Suchwort? Handicap; Behinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Demografie; Lernleistung; Schulerfolg; Ethnizität; Hispanic; Hispanic Americans; Hispanoamerikaner; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Rassenunterschied
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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01