ERIC Number: EJ1396011
Record Type: Journal
Publication Date: 2023-Nov
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2165-1434
EISSN: EISSN-2165-1442
Triad Transition Planning for Students Receiving Special Education and English Learner Services, Families, and Teachers
Lindsay E. Romano; Audrey A. Trainor; Lynn A. Newman
Career Development and Transition for Exceptional Individuals, v46 n4 p211-222 Nov 2023
The transition to adulthood marks a major developmental milestone, and careful planning is required between students, families, and teachers in order to successfully set and achieve postschool goals. For students who are English learners and diagnosed with a disability, additional challenges may arise as they navigate barriers associated with ableism, racism, and learning a new language. In this ethnographic interview study, we explore how collaboration works across the "triad," or between dually identified students, their families, and their teachers in the transition planning process. We observed three patterns that appeared to hinder or facilitate successful transition planning: (a) divergence or missed opportunities for collaboration, (b) convergence and collaboration with a focus on secondary experiences and challenges, and (c) convergence and collaboration with a focus on postschool goals. We discuss each finding and provide recommendations for future research and practice to support improved collaboration and transition planning practices for dually identified students.
Descriptors: Transitional Programs, Special Education, English Language Learners, Students with Disabilities, Family Involvement, Barriers, High School Students, Teacher Role, Family Role, Postsecondary Education
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: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A170259