A Primer on the Individuals With Disabilities Education Improvement Act and Advocacy for Students Who Are Culturally and Linguistically Diverse

Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8283-0.ch003 ◽

2019 ◽

pp. 46-65

Author(s):

Reid Taylor ◽

Carol Fleres

Keyword(s):

Special Education ◽

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

General Education ◽

Linguistically Diverse ◽

Educational Planning ◽

Culturally And Linguistically Diverse ◽

Primary Language ◽

Education Improvement

Well prepared educators are essential to the identification and delivery of services to students who have disabilities, most especially when it comes to students who are culturally and linguistically diverse (C/LD). Professionals must be aware of the requirements in IDEIA and assure that multiple and appropriate assessments are used in determining whether C/LD students are, in fact, disabled before being assigned to special education. This chapter identifies current issues such as the under and over identification of certain students who are C/LD in special education, second language acquisition, and the evaluation of children whose primary language is not English. It is a tool to assist professionals in assessing students who are C/LD and in educating families and guiding them to advocate for the provision of supported interventions in general education, appropriate assessment, and educational planning. Recommendations for advocating for students who are C/LD are presented and discussed.

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Identification of Hispanic English Language Learners in Special Education

Education Research International ◽

10.1155/2019/2967943 ◽

2019 ◽

Vol 2019 ◽

pp. 1-9 ◽

Cited By ~ 1

Author(s):

Gail I. Becker ◽

Aaron R. Deris

Keyword(s):

Special Education ◽

English Language Learners ◽

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learners ◽

English Language ◽

Efficacy Beliefs ◽

Bilingual Programs ◽

Staff Members

Overrepresentation of English language learners (ELLs) in special education is a current problem. Urban school professionals indicated that inappropriate placement is linked to a multiplicity of factors. Scarce data exist regarding the relationship between school professional efficacy beliefs, the availability of bilingual programs and personnel for ELLs, and successful academic outcomes. School employees are still confused about the proper placement of English language learners (ELLs). What is enough time to acquire a second language and learn with success? Without other substantial program choices, children are referred to special education. Furthermore, many students in need of special education may be overlooked and remain in ESL programs for their entire school career. The aim of this study was to identify the role staff member’s efficacy plays in the proper determination of an ELL with a language difference or disability. Child study team (CST) members (n=14) working with a large Hispanic ELL population participated in semistructured interviews to determine the role their efficacy beliefs exert during assessment of linguistically diverse students. Overwhelmingly, staff members noted that they did not feel competent when making decisions regarding ELLs. Therefore, staff members placed the children into special education each time. The practice implications come from the prominent themes that include significant in-district professional development on second language acquisition, facilitation of second language through use of first language through bilingual staff, and committed bilingual programs to meet ELL needs. Additionally, universities must provide coursework that furthers second language acquisition theories and strategies for all teacher candidate programs.

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Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

Education Policy Analysis Archives ◽

10.14507/epaa.v13n38.2005 ◽

2005 ◽

Vol 13 ◽

pp. 38 ◽

Cited By ~ 42

Author(s):

Janette K. Klingner ◽

Alfredo J. Artiles ◽

Elizabeth Kozleski ◽

Beth Harry ◽

Shelley Zion ◽

...

Keyword(s):

Special Education ◽

General Education ◽

Culturally Responsive ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Federal State ◽

Disproportionate Representation ◽

Educational Systems ◽

Diverse Students ◽

Linguistically Diverse Students

In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based interventions and strategic improvements in practice and policy to improve students’ educational opportunities in general education and reduce inappropriate referrals to and placement in special education. We envision this work as cutting across three interrelated domains: policies, practices, and people. Policies include those guidelines enacted at federal, state, district, and school levels that influence funding, resource allocation, accountability, and other key aspects of schooling. We use the notion of practice in two ways, in the instrumental sense of daily practices that all cultural beings engage in to navigate and survive their worlds, and also in a technical sense to describe the procedures and strategies devised for the purpose of maximizing students’ learning outcomes. People include all those in the broad educational system: administrators, teacher educators, teachers, community members, families, and the children whose opportunities we wish to improve.

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