Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Parent Perspectives of Transition Planning for English Learners with Disabilities

  • Dr. Yi-Chen Wu (Author) National Center on Educational Outcomes, University of Minnesota image/svg+xml
    Yi-Chen Wu is Research Associate at the National Center on Educational Outcomes and the TIES Center at the University of Minnesota. Dr. Wu’s work has focused on Chinese character recognition, reading comprehension and large-scale assessment and her research interests also focused on evolution of state assessments, and assessment accommodations, especially for students with disabilities, including English learners with disabilities.
  • Dr. Martha Thurlow (Author) National Center on Educational Outcomes, University of Minnesota
    Martha Thurlow is Senior Research Associate at the National Center on Educational Outcomes and the TIES Center at the University of Minnesota. During her 50-year career, Dr. Thurlow’s work has emphasized the need to ensure accessible curricula and assessments for students with disabilities, including English learners with disabilities, with the ultimate goal being to enable these students to leave school ready for success in college or a career.
  • Dr. David Johnson (Author) National Center on Educational Outcomes, University of Minnesota
    David R. Johnson is the Birkmaier Professor of Educational Leadership and Coordinator of the Graduate Program in Evaluation Studies in the Department of Organizational Leadership, Policy and Development at the University of Minnesota. His research has focused on the transition of students with disabilities from high school to postsecondary education, employment, and community living.
DOI
https://doi.org/10.64546/jaasep.541
Abstract
The Individuals with Disabilities Education Act emphasizes that students and parents are equal partners in the individualized education program (IEP) process, including planning for transition to postsecondary education, employment, and community living. This is especially important for English learners (ELs) with disabilities, yet little is known about the transition planning meeting experiences of parents of ELs with disabilities. We examined the transition planning experiences of a nationally representative sample of parents of ELs with disabilities and parents of non-ELs with disabilities through an analysis of data from the National Longitudinal Transition Study 2012 (NLTS 2012). Results showed parents of ELs with disabilities were more likely to perceive their children taking a passive role in the IEP transition planning meeting than parents of non-ELs with disabilities. Differences were found in several predictors of parent experiences in IEP transition planning. Recommendations are suggested for transition research and practice for ELs with disabilities.
Keywords
Cooperative Planning, English Language Learners, Individual Characteristics, Individualized Education Programs, Parent Attitudes, Parent Participation
References

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Wagner, M., Newman L., Cameto R., Javitz H., & Valdes, K. (2012). A national picture of parent and youth participation in IEP and transition planning meetings. Journal of Disability Policy Studies. 23(3) 140–155. DOI: https://doi.org/10.1177/1044207311425384

Wu, Y.-C., Thurlow, L. M., Liu. K. K. (2021). Understanding the characteristics of English learners with IEPs to meet their needs during state and districtwide assessments. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Wu, Y.-C. & Thurlow, M. L. (2019, December 5-7). Constructs related to transition planning meetings participation for ELs with disabilities [Poster presentation]. TASH 2019 Annual Conference, Phoenix, AZ, United States.

Wu, Y.-C., Thurlow, M., Johnson, D., Davenport, E., LaVelle, J., & Matthias, C. (2020). Exploring the IEP/Transition Planning Experiences for students with disabilities and English learners with disabilities from NLTS 2012. Retrieved from the University of Minnesota Digital Conservancy, http://hdl.handle.net/11299/212137.

There are 27 references in total.
How to Cite
Wu, Y.-C., Thurlow, M., & Johnson, D. (2024). Parent Perspectives of Transition Planning for English Learners with Disabilities. Journal of the American Academy of Special Education Professionals, 19(1), 81-102. https://doi.org/10.64546/jaasep.541

Winter 2024

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  • Article Type Articles
  • Submitted December 7, 2023
  • Published February 15, 2024
  • Issue Winter 2024
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