Factors Related to Accessing Postsecondary School Supports by English Learners With Disabilities Journal Article uri icon

Overview

abstract

  • This study examined the relationship between demographic, disability-related, and transition planning experiences and accessing disability-specific and universally available supports at 2- and 4-year colleges by postsecondary students identified in secondary school as English learners with disabilities. Findings were based on secondary analysis of a nationally representative sample of approximately 160 English learners with disabilities included in the National Longitudinal Transition Study-2 (NLTS2). Logistic regression results identified two potentially malleable factors linked to increased likelihood of English learners with disabilities accessing postsecondary supports. If these students had a high school transition plan that indicated postsecondary supports as a needed post-high school service, when they attended college they were more likely to access both postsecondary disability-specific supports ( p < .01), and supports universally available to the full postsecondary student body ( p < .001). Aspects of self-determination also were related to an increased likelihood of seeking postsecondary supports. Higher levels of personal autonomy were positively related to accessing disability-specific ( p < .001) and universally available help ( p < .05), and higher levels of psychological empowerment were related to receipt of universally available supports ( p < .01). These findings demonstrate that high school professionals can support the postschool success of English learners with disabilities by influencing their likelihood of accessing beneficial supports in postsecondary school.

publication date

  • May 1, 2024

Date in CU Experts

  • January 30, 2026 10:05 AM

Full Author List

  • Newman LA; Trainor AA; Romano L

author count

  • 3

Other Profiles

International Standard Serial Number (ISSN)

  • 2165-1434

Electronic International Standard Serial Number (EISSN)

  • 2165-1442

Additional Document Info

start page

  • 80

end page

  • 91

volume

  • 47

issue

  • 2