The purpose of this study is to explore factors associated with positive transition outcomes from high school to postsecondary life for students who are both English learners (ELs) and have a disability. Research suggests these students face multiple barriers to postsecondary success, but few studies have identified the challenges or successes these students experience during this transition.
Project Leaders: Erika Gaylor, Elisa Garcia
Funder: Institute of Education Sciences (IES), U.S. Department of Education
Years: 2017 – 2022
- Blog post: How empowered do multilingual students with disabilities feel to make their own choices?
- Article: Postsecondary Education-Focused Transition Planning Experiences of English Learners With Disabilities
- Article: National Picture of the Self-Determination Characteristics of Secondary School English Learners With Disabilities