What is it about?
This paper is one of few studies to describe the group of students in the US who are bilingual and also identified with disabilities. It also examines their outcomes after high school such as employment and postsecondary enrollment.
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Why is it important?
Too little is known about the identification and transition services received for bilingual and special education identification. It's crucial that we understand services and outcomes in relation to one another in order to improve the transition into adulthood.
Perspectives
Although this study is preliminary and relies on descriptive and correlational statistical analyses, the sample is nationally representative of disability and high school in the US. There are no competing studies that illustrate transition services and outcomes for this population.
Professor Audrey A Trainor
New York University
Read the Original
This page is a summary of: English Learners With Disabilities in High School, Remedial and Special Education, February 2016, SAGE Publications,
DOI: 10.1177/0741932515626797.
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