Transition planning for bi/multilingual students with disabilities
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Contribution to Book
Bilingual special education for the 21st century: A new interface
Colón, G., & Alsace, T. (Eds.)
Students with disabilities (SWD) experience poor post-school outcomes. These outcomes worsen when factors of race and ethnicity are added. In response to the negative post-school outcomes, the Individuals with Disabilities Education Act (2004) mandates transition planning for all SWD by age 16. Transition planning is critical for bi/multilingual SWD who have among the worst post-school outcomes of any SWD subgroup. This chapter will (1) review transition plan requirements and considerations, (2) review the known transition status of bi/multilingual SWD, (3) present issues with traditional transition planning, (4) offer case scenarios for how to effectively transition plan for bi/multilingual SWD with mild to moderate and extensive support needs, (5) present recommendations for improving transition planning and outcomes of bi/multilingual SWD through improved educator practices, transition assessments, and increased student and family engagement, and (6) share transition planning and transition-teaching resources that support a smooth transition from school to community.
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Choiseul-Praslin, Belkis and Deardorff, Malorie E., "Transition planning for bi/multilingual students with disabilities" (2022). Benerd College Faculty Books and Book Chapters. 78.