Abstract：
BACKGROUND: Social support is important for many youth but may be particularly important for English learners (ELs) with disabilities, a population that has historically faced barriers accessing resources to meet their educational needs. The current study investigates social support from parents, peers, teachers, and schools in a nationally representative sample of adolescents.
METHODS: Data from the National Longitudinal Transition Study 2012 was used to evaluate potential group differences in social support among participants that included ELs with (n = 440) and without disabilities (n = 100) and non-ELs with (n = 4890) and without disabilities (n = 1090). A multivariate analysis of covariance was conducted to evaluate potential between-group variations in social support among these student groups after controlling for variations in background demographic characteristics.
CONCLUSIONS: Results showed between group differences in parental support and peer connectedness but not in teacher or school support. Parents of students with disabilities reported the highest levels of support, whereas parents of ELs without disabilities reported the lowest levels of support. Students with disabilities reported the lowest levels of peer connectedness among the four groups. Overall, levels of teacher and school supports were high across all four groups of students. These patterns contribute to our understanding of the social support network of ELs with disabilities in comparison to other students. Further investigation is needed to examine the mechanisms that contribute to these differences.
METHODS: Data from the National Longitudinal Transition Study 2012 was used to evaluate potential group differences in social support among participants that included ELs with (n = 440) and without disabilities (n = 100) and non-ELs with (n = 4890) and without disabilities (n = 1090). A multivariate analysis of covariance was conducted to evaluate potential between-group variations in social support among these student groups after controlling for variations in background demographic characteristics.
CONCLUSIONS: Results showed between group differences in parental support and peer connectedness but not in teacher or school support. Parents of students with disabilities reported the highest levels of support, whereas parents of ELs without disabilities reported the lowest levels of support. Students with disabilities reported the lowest levels of peer connectedness among the four groups. Overall, levels of teacher and school supports were high across all four groups of students. These patterns contribute to our understanding of the social support network of ELs with disabilities in comparison to other students. Further investigation is needed to examine the mechanisms that contribute to these differences.
摘要：
背景：社会支持对许多年轻人很重要，但对残疾英语学习者（ELs）尤其重要，历史上一直面临着获取资源以满足其教育需求的障碍的人口。本研究调查了父母的社会支持，同行,教师,以及具有全国代表性的青少年样本中的学校。
方法：使用2012年国家纵向过渡研究的数据评估了参与者在社会支持方面的潜在群体差异，其中包括有残疾的ELs（n=440）和无残疾的ELs（n=100）以及有残疾的非ELs（n=4890）和无残疾的ELs（n=1090）。在控制背景人口统计学特征的变化后，进行了协方差的多变量分析，以评估这些学生群体中社会支持的潜在群体间变化。
结论：结果显示两组之间在父母支持和同伴联系方面存在差异，但在教师或学校支持方面没有差异。残疾学生的家长报告了最高水平的支持，而无残疾ELs的父母报告的支持水平最低。残疾学生报告说，在四组中，同伴联系程度最低。总的来说,所有四组学生的教师和学校支持水平都很高。与其他学生相比，这些模式有助于我们理解残疾人的社会支持网络。需要进一步调查以检查导致这些差异的机制。
方法：使用2012年国家纵向过渡研究的数据评估了参与者在社会支持方面的潜在群体差异，其中包括有残疾的ELs（n=440）和无残疾的ELs（n=100）以及有残疾的非ELs（n=4890）和无残疾的ELs（n=1090）。在控制背景人口统计学特征的变化后，进行了协方差的多变量分析，以评估这些学生群体中社会支持的潜在群体间变化。
结论：结果显示两组之间在父母支持和同伴联系方面存在差异，但在教师或学校支持方面没有差异。残疾学生的家长报告了最高水平的支持，而无残疾ELs的父母报告的支持水平最低。残疾学生报告说，在四组中，同伴联系程度最低。总的来说,所有四组学生的教师和学校支持水平都很高。与其他学生相比，这些模式有助于我们理解残疾人的社会支持网络。需要进一步调查以检查导致这些差异的机制。
