Targeted vs. General Education Investments: Evidence from Special Education and English Language Learners in Boston Charter Schools

2019 ◽  
pp. 0219-10040R2
Author(s):  
Elizabeth Setren
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
Charter Schools ◽  
General Education ◽  
Language Learners ◽  
English Language

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.

Misconceptions About ELLs

2021 ◽  
pp. 698-716
Author(s):  
Lara Christoun ◽  
Jun Wang
Keyword(s):  
English Language Learners ◽  
General Education ◽  
Language Learners ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
English Language ◽  
General Education Teachers ◽  
Negative Attitudes ◽  
School Communities ◽  
American Students

A growing number of American students are English language learners (ELLs) who speak another language other than English. By 2030, the percentage of students who speak a language other than English is expected to increase substantially. Unfortunately, general education teachers often do not feel prepared to teach ELLs in their classrooms or even hold negative attitudes toward ELLs included in their classrooms. As a result, ELLs are being underserved and continually experience lower achievement. This chapter summarizes several important misconceptions related to the teaching practices of general education teachers for ELLs based on the current literature. The authors then make recommendations for practicing teachers about culturally responsive strategies for ELLs in classrooms. Finally, they conclude with remarks regarding the mindset school communities should offer ELLs.

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.

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