Building Asset-Based Transitions to Postsecondary Education with Multilingual Students with Disabilities

Audrey A. Trainor, PhD, professor of special education, teaches qualitative research methods and special education teacher preparation courses. After an early career as a high school special educator, she focused her research on equity and special education transition policies, procedures, practices, and perspectives.Lindsay E. Romano, MS, is a former high school special education teacher and current doctoral candidate at New York University. Her research aims to disrupt inequities at the intersections of racism, ableism, and linguicism, studying how teachers perpetuate/disrupt inequities and how mindfulness-based practices can advance social justice in classrooms.Lynn A. Newman, EdD, Principal Education Researcher at SRI International, has more than 30 years of research experience focused on improving access and opportunity for students and young adults with disabilities through identifying the high school and postsecondary experiences linked to positive outcomes for all individuals with disabilities.

• Data Availability StatementsDisclaimerAcknowledgementsIntroduction1) Chapter 1: Our Five-Year, Mixed Methods Study of Dually Identified Students: Research Direction, Design, and Decisionsa) Situating the Studyi) A Brief History of Special and Bilingual/EL Education Research and Policyii) Background on Special and EL Educationb) Our Multiyear Mixed Methods Studyi) Mixed Methods Study: Quantitative Research Componentii) Mixed Methods Study: Qualitative Research Component(1) Implementing Qualitative Research in Times of Duress(2) Recruitment, Data Collection, and Data Analysisc) Limitations and Implicationsd) Researcher Reflectionse) Discussion Questionsf) Suggestions for Further Reading2) Chapter 2: Navigating Multiple Service Systems: How College and Career Ready Are Dually Identified High School Students?a) The Expected Paths to Adulthoodb) The Role of College and Career Readiness in Postschool Transitionsi) Expectationsii) Secondary Education Experiences(1) Employment(2) High School Curricula(3) Instructional Classroom Contextsiii) Access to Postsecondary Educationc) Methodological and Theoretical Considerationsd) Study Resultsi) The National Sample ii) The NYC Sample (1) Classroom Contexts(2) Stakeholders’ Perceptions of Contexts(3) Preparedness and Outcomese) Limitations and Implicationsi) Implications for Researchii) Implications for Practicef) Researcher Reflectionsg) Discussion Questionsh) Suggestions for Further Reading3) Chapter 3: Looking Through the Lenses of Identity Theories: How Do Students Navigate the Affordances and Liabilities of Labeling?a) The Roles of Language and Learner Identities in Postsecondary Transitionb) The Multidimensionality and Fluidity of Multilingual Learnersi) Vulnerability and Protection Associated with Perceptions and Attitudesii) Vulnerability and Protection Associated with Systems and Structuresc) Methodological and Theoretical Considerationsi) Data Collection and Analysisii) Theoretical Anchorsd) Study Resultsi) Protective Factors Associated with Learning Multiple Languagesii) Vulnerabilities Linked to Ambivalence and Resource Availabilityiii) Protection and Vulnerability Associated with Moving Forward iv) A Broader View of Vulnerabilities and Protective Intersectional Factors e) Limitations and Implicationsf) Researcher Reflectionsg) Discussion Questionsh) Suggestions for Further Reading4) Chapter 4: School-Home Collaborations: Navigating Distance and Finding Common Grounda) The Promise of School-Home Connections in Transition Planningb) The Role of Teachers in Building Home-School Collaborationsc) School-Home Collaborations for Dually Identified Youthi) Extended Family and Siblings ii) Self-determinationiii) Community Cultural Wealthd) Methodological and Theoretical Considerationse) Study Resultsi) Conflicting Interests ii) Language Learningiii) Siblings and Extended Familyiv) Developing Self-Determinationf) Limitations and Implicationsg) Researcher Reflectionsh) Discussion Questionsi) Suggestions for Further Reading5) Chapter 5: Being Supported and Belonging in Postsecondary Education: The Availability of Disability- and EL-Focused Resourcesa) The Challenge of Postsecondary Educationb) Transition to Postsecondary Educationi) Examining Preparedness and Enrollmentii) Examining Engagement and Degree Completioniii) Understanding the Amplified Role of Costc) Methodological and Theoretical Considerationsi) Sample and Recruitmentii) Data Collection and Analysisd) Study Resultsi) Identifying and Seeking Services and Supportsii) ODAS Supports for Sustaining Engagement iii) Lingering Stigma Associated with Identificationiv) Faculty as Gatekeeperse) Limitations and Implicationsi) Implications for Researchii) Implications for Practicef) Researcher Reflectionsg) Discussion Questionsh) Suggestions for Further ReadingConclusionReferencesIndex