Transition Planning for Bi/Multilingual Students With Disabilities

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.