In this study, we examined college and career readiness (CCR) support for students with and without disabilities using data from the National Longitudinal Transition Study 2012. We selected variables relevant to CCR and focused on the interaction of disability, race and ethnicity, and household income across a range of disability categories, including those on individualized education programs and 504 plans, as well as for those without disabilities. Overall, we analyzed 19 groups of students representing these intersectional characteristics. Our findings show significant differences among the groups with regard to receiving the CCR supports: help with college applications, course-taking advice, interpretation of college admissions exam scores, and arranging college visits. Results show students of color without disabilities from low-income households were 2 times more likely to receive certain CCR supports. In contrast, across all study outcomes, students with disabilities showed different patterns than their counterparts without disabilities and were at a clear disadvantage with regard to access to CCR supports. Findings suggest disparities in schoolwide CCR supports for those with disabilities, which are more pronounced for students of color with disabilities. Implications for secondary transition educators and school counselors are discussed.

在这项研究中，我们使用 2012 年国家纵向过渡研究的数据检查了对有残疾和无残疾学生的大学和职业准备 (CCR) 支持。我们选择了与 CCR 相关的变量，并关注残疾、种族和民族以及家庭之间的相互作用各种残疾类别的收入，包括个性化教育计划和 504 计划以及非残疾者的收入。总体而言，我们分析了代表这些交叉特征的 19 组学生。我们的研究结果表明，在接受 CCR 支持方面，各组之间存在显着差异：帮助大学申请、选课建议、解释大学入学考试成绩以及安排大学访问。结果显示，来自低收入家庭的非残疾有色人种学生获得某些 CCR 支持的可能性高出 2 倍。相比之下，在所有研究结果中，残疾学生与非残疾学生表现出不同的模式，并且在获得 CCR 支持方面处于明显劣势。调查结果表明，全校 CCR 对残疾学生的支持存在差异，这对于有色人种的残疾学生更为明显。讨论了对中学过渡教育者和学校辅导员的影响。调查结果表明，全校 CCR 对残疾学生的支持存在差异，这对于有色人种的残疾学生更为明显。讨论了对中学过渡教育者和学校辅导员的影响。调查结果表明，全校 CCR 对残疾学生的支持存在差异，这对于有色人种的残疾学生更为明显。讨论了对中学过渡教育者和学校辅导员的影响。