A National View of Transition Planning Participation and Post-School Goals for English Learners with Disabilities

An Intersectional Examination of Economic Hardship and Individualized Education Program Meeting Participation

“…First, we successfully confirmed a unidimensional construct, which is contrary to Johnson, Wu, et al's (2020) findings of a four-factor model. To improve model fit, we removed two problematic parent-report items (E6c and E4) that were included in previous studies (Davenport et al, 2022;Trainor et al, 2019;Wu et al, 2023). Moreover, we did not include parent-report items that were included in other studies related to transition planning: E6a (Davenport et al, 2022; and E6b (Davenport et al, 2022;Wu et al, 2023), which measure parent and youth invitation to the IEP meeting.…”

“…Other relevant studies examined the additional student characteristic of English learner status (Trainor et al, 2019;Wu et al, 2023). Trainor et al (2019) investigated five aspects of transition-planning experiences: (a) parent attendance, (b) student participation, (c) contribution in coming up with transition goals, (d) whether student interest had been discussed, and (e) whether parents communicated with staff about postsecondary education and employment among English learners with disabilities.…”

“…It was noted that the transition plans for English learners with disabilities were more likely to be developed by school personnel rather than students and family members (Trainor et al, 2019). Using logistic regression, Wu et al (2023) examined the transition-planning and IEP meeting experiences of English learners with disabilities. Results indicated that English learners with disabilities were less likely to take an active role in their transition-planning meeting and to be involved in writing their transition goals (Wu et al, 2023).…”

“…Using logistic regression, Wu et al (2023) examined the transition-planning and IEP meeting experiences of English learners with disabilities. Results indicated that English learners with disabilities were less likely to take an active role in their transition-planning meeting and to be involved in writing their transition goals (Wu et al, 2023). These researchers took a step further toward intersectionality as both English language learner status and disability category were examined.…”

Revisiting Economic Hardship in a National Sample of Adolescents With and Without Disabilities: A Conceptual Replication

“…Occasionally NLTS studies include a group titled "other" for all individuals who do not identify with the three previous categories (Murray et al, 2015;Trainor et al, 2019). A final variation in racial and ethnic groups includes: Black, non-Black, Hispanic, and multiple races/other (Johnson et al, 2020;Matthias et al, 2021;Qian et al, 2020;Wu et al, 2021). Thus, in published studies of NLTS2 and NLTS2012, race and ethnicity groupings are inconsistently defined.…”