Contextualizing School Engagement during Transition for Students Receiving Special Education and English Learner Services

Autor/inn/en	Trainor, Audrey; Newman, Lynn; Romano, Lindsay
Titel	Contextualizing School Engagement during Transition for Students Receiving Special Education and English Learner Services
Quelle	In: Journal of Special Education, 57 (2023) 1, S.24-35 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Newman, Lynn) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/00224669221107089
Schlagwörter	Longitudinal Studies; Special Education; Students with Disabilities; Transitional Programs; Learner Engagement; School Community Relationship; Academic Achievement; English Language Learners; School Districts; Barriers; High School Students; Identification; Extracurricular Activities; Attendance; Student Attitudes; Self Concept; Ethnography; Student Characteristics; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schulleistung; School district; Schulbezirk; High school; High schools; Oberschule; Identifikation; Identifizierung; Außerunterrichtliche Aktivität; Anwesenheit; Schülerverhalten; Selbstkonzept; Ethnografie
Abstract	School engagement is an important factor in academic success and social belonging for postsecondary education. Dually identified students receiving special education and English learner services may face obstacles to engagement. We conducted secondary analyses of the National Longitudinal Transition Study from 2012 to provide a description of high school engagement. We then examined engagement through interviews with 26 dually identified students from a large district in the northeastern United States. A contribution of this mixed-methods study is that while national data revealed somewhat limited engagement in extracurricular activities and inconsistent attendance, student interviews reflected self-perceptions of positive engagement. Implications for research and practice include further examining inner-group variation and increasing school-community partnerships for expanded engagement. [For the corresponding grantee submission, see ED623345.] (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01