The focus of this study is on the postsecondary transition planning for English learners (ELs) with disabilities. A secondary analysis of the National Longitudinal Transition Study (NLTS) indicated that the transition experiences of ELs with disabilities were similar to other students with disabilities. A major difference found was in how the individualized education programs (IEP) for ELs were developed. ELs' IEPs did not have input from students and families as did other students' IEPs. Additionally, information on careers and financial aid was lacking in ELs' IEPs.
Family and Community Involvement
English Learners with Special Needs