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Parent Perspectives of Transition Planning for English Learners with Disabilities

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Title: Parent Perspectives of Transition Planning for English Learners with Disabilities
Language: English
Authors: Yi-Chen Wu, Martha Thurlow, David Johnson
Source: Journal of the American Academy of Special Education Professionals. 2024:81-102.
Availability: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Parent Attitudes, Transitional Programs, Cooperative Planning, Parent Participation, English Language Learners, Students with Disabilities, Student Role, Individualized Education Programs, Special Education, Individual Characteristics, Student Participation
Assessment and Survey Identifiers: National Longitudinal Transition Study of Special Education Students
ISSN: 2325-7466
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.
Abstractor: As Provided
Entry Date: 2024
Access URL: https://www.naset.org/publications/jaasep-research-based-journal-in-special-education/jaasep-winter-2024/parent-perspectives-of-transition-planning-for-english-learners-with-disabilities
Accession Number: EJ1418652
Database: ERIC
FullText Text:
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  Data: Parent Perspectives of Transition Planning for English Learners with Disabilities
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  Data: <searchLink fieldCode="AR" term="%22Yi-Chen+Wu%22">Yi-Chen Wu</searchLink><br /><searchLink fieldCode="AR" term="%22Martha+Thurlow%22">Martha Thurlow</searchLink><br /><searchLink fieldCode="AR" term="%22David+Johnson%22">David Johnson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+American+Academy+of+Special+Education+Professionals%22"><i>Journal of the American Academy of Special Education Professionals</i></searchLink>. 2024:81-102.
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  Data: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
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  Data: <searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Planning%22">Cooperative Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Education+Programs%22">Individualized Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink>
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  Data: 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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 81
    Subjects:
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Cooperative Planning
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      – SubjectFull: Parent Participation
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      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Student Role
        Type: general
      – SubjectFull: Individualized Education Programs
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Individual Characteristics
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: National Longitudinal Transition Study of Special Education Students
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      – TitleFull: Parent Perspectives of Transition Planning for English Learners with Disabilities
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