scholarly journals Special Education Referral, Evaluation, and Placement Practices for Preschool English Language Learners

2007 ◽  
Vol 22 (1) ◽  
pp. 39-54 ◽  
Author(s):  
Belinda J. Hardin ◽  
Marisa Roach-Scott ◽  
Ellen S. Peisner-Feinberg
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Special Education Referral

Overidentification of English Language Learners for Special Education

2020 ◽  
pp. 191-215
Author(s):  
Penelope Debs Keough
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Department Of Education ◽  
Proposition 227 ◽  
United States Department ◽  
Disproportionate Number

Alarming statistics presented by the United States Department of Education reveal a disproportionate number of students of minority language (English language learners) qualify for special education. As far back as 2007, the DOE recognized there was a concerted effort needed to reduce racial and ethnic disproportionality in racial and ethnic identification, placement, and disciplinary actions for minority students' representation in special education. This chapter will examine and address solutions to prevent the over identification of English language learners in special education specifically in the area of identification. As a further objective, the ramifications of this over representation will be examined, and the authors hypothesize about why the over representation occurs. Confusion over the Unz Initiative (1998, Proposition 227) may have inadvertently led to the over identification. A case study, leading to case law, concludes the chapter.

scholarly journals English Language Learners and Special Education in Ontario Schools

2017 ◽  
Vol 4 (1) ◽  
pp. 31
Author(s):  
Stacey Robert-Tobin
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Special Education Students ◽  
Education Students ◽  
Discussion Paper

A discussion paper on English language learners who are also special education students.

Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts

2005 ◽  
Vol 71 (3) ◽  
pp. 283-300 ◽  
Author(s):  
Alfredo J. Artiles ◽  
Robert Rueda ◽  
Jesús José Salazar ◽  
Ignacio Higareda
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Disproportionate Representation ◽  
Relevant Variables ◽  
Category Type ◽  
Secondary Grades ◽  
Group Diversity

A weakness of research on minority placement in special education is the tendency to overestimate the homogeneity of populations by failing to disaggregate factors such as language proficiency or to consider other relevant variables, for example, social class or program type. Similarly, certain groups have been understudied, such as English language learners (ELLs). We addressed these gaps by examining ELL placement patterns in California urban districts. Disproportionate representation patterns were related to grade level, language proficiency status, disability category, type of special education program, and type of language support program. Students proficient in neither their native language nor in English (particularly in secondary grades) were most affected. Implications for further research and practice are discussed.

Preparing special education teacher candidates to teach English language learners with disabilities: How well are we doing?

2017 ◽  
Vol 23 (3) ◽  
pp. 330-351
Author(s):  
Jessica L.W. Miranda ◽  
Jenny C. Wells ◽  
Amelia Jenkins
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
Teacher Candidates ◽  
English Language ◽  
Program Improvement ◽  
Special Education Teacher ◽  
Education Teacher ◽  
Sense Of Efficacy

A utilization-focused evaluation (Patton, 2008) was conducted to systematically investigate special education teacher candidates’ preparation to teach English language learners (ELLs) with disabilities. The results were used to (1) determine current effectiveness of departmental programs and (2) guide program improvement efforts. The initial literature review on ELLs with disabilities and teacher preparation guided the development of a four element framework to organize and analyse the data and results of the program evaluation. Data were collected using (1) a document review of program materials, (2) a faculty questionnaire, (3) a faculty focus group, and (4) a survey of the teacher candidates’ knowledge and perceptions on their preparedness in this area. Data revealed a scattered and disjointed approach to preparing preservice teachers to teach ELLs with disabilities, leading to a lack of special education teacher candidate’s: (1) mastery of essential content and (2) sense of efficacy in teaching ELLs. This investigation also shed light on the range of faculty perspectives, knowledge, and practices in the preparation of special education teacher candidates to teach ELLs.

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