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Transition Planning for Bi/Multilingual Students With Disabilities

Transition Planning for Bi/Multilingual Students With Disabilities

Belkis Choiseul-Praslin, Malarie E. Deardorff
Copyright: © 2022 |Pages: 37
ISBN13: 9781799890430|ISBN10: 1799890430|ISBN13 Softcover: 9781799890447|EISBN13: 9781799890454
DOI: 10.4018/978-1-7998-9043-0.ch009
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MLA

Choiseul-Praslin, Belkis, and Malarie E. Deardorff. "Transition Planning for Bi/Multilingual Students With Disabilities." Bilingual Special Education for the 21st Century: A New Interface, edited by Gliset Colόn and Tamara O. Alsace, IGI Global, 2022, pp. 225-261. https://doi.org/10.4018/978-1-7998-9043-0.ch009

APA

Choiseul-Praslin, B. & Deardorff, M. E. (2022). Transition Planning for Bi/Multilingual Students With Disabilities. In G. Colόn & T. Alsace (Eds.), Bilingual Special Education for the 21st Century: A New Interface (pp. 225-261). IGI Global. https://doi.org/10.4018/978-1-7998-9043-0.ch009

Chicago

Choiseul-Praslin, Belkis, and Malarie E. Deardorff. "Transition Planning for Bi/Multilingual Students With Disabilities." In Bilingual Special Education for the 21st Century: A New Interface, edited by Gliset Colόn and Tamara O. Alsace, 225-261. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9043-0.ch009

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Abstract

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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