Learning Disabilities or Difference: A Critical Look at Issues Associated with the Misidentification and Placement of Hispanic Students in Special Education Programs

Abstract

A new generation of Hispanic students are at risk due to inadequacies in our educational system. The inadequacies which include lack of prepared teachers and misuse of testing and assessment procedures impact special education programs, in particular, when one examines practices relative to Latino students in the area of learning disabilities. The article addresses problems in the definition of learning disabilities, learner variability, and the effects of race, poverty, culture, and language on educational outcomes. The authors call for a new assessment paradigm that would require the restructuring of professional development programs and institutional practices in public schools that are not in line with current research on topics related to this population including second language acquisition and cognitive development.

Progress or Setback: Revisiting the Current State of Assessment Practices of Black Children

“…According to a meta-analysis conducted by Fletcher and Navarrete (2011), there are several aspects of the assessment process that may result is misdiagnosis of disproportionate placement of minority students in special education. For instance, the authors note that how learning disabilities are defined and assessed differs from one practitioner to the next and is one of the key factors to overidentification in special education.…”

Obstacles Faced by Latina Mothers of Children with Autism

“…It is likely that the disparity in diagnosis and the provision of services to Latino children with ASD can be explained by a combination of psychosocial, economic, political, and healthcare factors affecting their mothers (Iland, 2007;Magaña & Smith, 2006). As documented in the research literature, obstacles faced by Latina mothers include the language barrier (Fletcher & Navarette, 2003), lack of information about autism, services, supports (Sanchez, 2006), provider barriers (Flores & Vega, 1998), and lack of access to healthcare (Clark, 2002). The ability of Latina mothers to cope and adapt is also affected by socio-economic factors (Blacher & McIntyre, 2006), immigration status and acculturation (Torres & Rollock, 2004), political climate and policy (Fountain & Bearman, 2011), discrimination (McHatton & Correa, 2005, cultural factors (Gannotti, Handwerker, Groce, & Cruz, 2001Magaña & Smith, 2006, and lack of social supports (Hancock, 2005).…”

Large group narrative intervention in Head Start preschools: Implications for response to intervention

“…The ability to understand and use complex language contributes appreciably to academic success (Chaney, 1998; Speece et al, 1999; Walker et al, 1994), but children who are from low socioeconomic backgrounds or who are dual-language learners (DLLs) are at particular risk for inadequate language growth (August et al, 2005; Bowey, 1995; Chaney, 1994; Fazio et al, 1996; Hart and Risley, 1995; Pearson, 2002; Snow et al, 1998; Whitehurst, 1997) and overidentification in special education programs (Artiles et al, 2002; Aud et al, 2010; Fletcher and Navarrete, 2003). It is imperative to accurately identify those who are struggling with language acquisition and to provide appropriate, differentiated instruction.…”