Language-Minority Learners in Special Education

Samson, Jennifer F.; Lesaux, Nonie K.

doi:10.1177/0022219408326221

Cited by 159 publications

(100 citation statements)

References 20 publications

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“…Samson and Lesaux (2009) used the nationally representative dataset ECLS-K to determine that language minority students are identified later and in higher proportions than their native-English-speaking peers, being underrepresented in special education in kindergarten and first grade, but overrepresented by the 3 rd grade. This study suggests that the risk of identification with a learning disability may vary depending on when the student started attending school in the U.S., and official recognition as a language minority.…”

Section: Introductionmentioning

confidence: 99%

Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language

2011

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The disproportionate identification of learning disabilities among certain socio-demographic subgroups, typically groups who are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted, while students with a learning disability who are never identified are less likely to receive the accommodations and modifications necessary to learn at their maximum potential. We use the Education Longitudinal Study of 2002 to describe national patterns in learning disability identification. Results indicate that socio-demographic characteristics are predictive of identification with a learning disability. While some conventional areas of disproportionality are confirmed (males and language minorities), differences in SES entirely account for African-American and Hispanic disproportionality. Discrepancy between the results of bivariate and multivariate analyses confirms the importance of employing multivariate multilevel models in investigation of disproportionality.

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Section: Introductionmentioning

confidence: 99%

Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language

2011

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“…This means that each professional has to decide what constitutes an impairment and where on the communication continuum differences are accepted as a freedom of expression outlined in the Universal Declaration of Human Rights (United Nations, 1948). This can put children from CLD backgrounds, whose communication patterns often do not fit the mainstream of public schools in the United States, at greater risk for identification as a special education student (Samson & Lesaux, 2009).…”

Section: Communication Judgmentmentioning

confidence: 99%

Speech-language pathologists as determiners of the human right to diversity in communication for school children in the US

Farrugia

2017

International Journal of Speech-Language Pathology

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Article 19 of the Universal Declaration of Human Rights states that everyone has the right to freedom of opinion and expression -the right to communication. Communication is at the core of the speech-language pathology (SLP) profession. Yet, while we celebrate the 70th anniversary of the Universal Declaration of Human Rights some of our most vulnerable youth are being placed in special education at disproportional rates. School-based SLPs in the United States may be unwittingly contributing to this phenomenon, obstructing the human right to communication because of biased assessment procedures. However, increasing cultural competence, diversifying the profession, and utilising additional assessment measures are actions that can be taken to promote equity in assessment for all children.

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“…The researchers concluded that this was a result of insufficient knowledge of language acquisition. Samson and Lesaux (2009) agreed when they suggested that teacher ratings of language and literacy skills and reading proficiency were the significant predictors for referral to special education.…”

Section: Disproportionate Referral and Placement Of Ell Students In Smentioning

confidence: 93%

“…A number of researchers have suggested that there are a disproportionate number of ELL students referred to and placed in special education (Samson & Lesaux, 2009;Sullivan, 2011). Artiles, Rueda, Salazar, and Higareda (2005) examined the [1998][1999] school year data from 11 California urban school districts to determine if there was an over representation of ELL students referred to special education.…”

Section: Disproportionate Referral and Placement Of Ell Students In Smentioning

confidence: 99%

“…Studies conducted in the past two decades shed new light on the disproportionate number of English language learners (ELL) referred to and placed in special education (Samson & Lesaux, 2009). Klingner and Artiles (2006) argued that there is a lack of knowledge among school professionals about the difference between language acquisition and learning disability leading to inappropriate referrals of ELL students for special education evaluation.…”

Section: Disproportionality and Ell Studentsmentioning

confidence: 99%

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The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services?

DuBois¹

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Disproportionality in special education has been examined from various perspectives over a 50-year period. English Language Learner (ELL) students have been included in the discussion among researchers in the past two decades as a disproportionate number of ELL students are referred to special education. Though the problem of disproportionality has been acknowledged, documented and discussed over a period of decades, there is a lack of research from the voices of special educators. The purpose of this study was to describe special education teachers' experiences teaching students currently or previously enrolled in an English language learner program who are receiving special education services. This study explored teachers' views of what supports, resources and strategies contribute to student success and their views of the eligibility determination and referral process. In order to address this gap in the literature, an exploratory descriptive qualitative study was conducted by interviewing special educators. The results indicate the participants lacked support in all areas examined including professional development, resources, instructional strategies and the referral and assessment process. This study indicates structural inequity, a systematic bias in the form of a patterned and differential distribution of resources, contributing to limited opportunities for students who are English language learners who are receiving special education. Implications of the study to address structural inequity include the use of culturally responsive pre-referral strategies and knowledge of the acculturation process ii when considering the needs of an ELL student who is struggling academically and incorporating culturally response teaching methods in both general and special education.

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Language-Minority Learners in Special Education

Cited by 159 publications

References 20 publications

Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language

Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language

Speech-language pathologists as determiners of the human right to diversity in communication for school children in the US

The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services?

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