Special Education Policy Change

Abstract

Research suggests that disproportionate representation of culturally and linguistically diverse students in special education has been a recurring topic of concern in the field of special education within the United States. Over the past few years, this concern has shifted to focus on the disproportionate representation of English Language Learners (ELLs) in categories of mild to moderate disabilities, specifically within the category of learning disabilities. Although improvements in educational policy have been made through federal legislation, local rural school districts continue to battle this concern, especially those in rural areas. The following article focuses on the recommendations for development, implementation, and evaluation of local policy change to improve the disproportionate representation of ELL students within rural school districts.

Facing Double Jeopardy: The Transition Experiences of Latina Family Caregivers of Young Adults With Disabilities Living in a Rural Community

“…However, Latino families of children with disabilities often report feeling marginalized by school professionals (Aceves, 2014; Dávila, 2015). Barriers including distrust (Chu, 2014), limited availability of interpreters and translators in rural communities (Barrio, 2017), differing cultural values between educators and families (e.g., independence vs. interdependence; Kalyanpur & Harry, 2012), and a limited amount of educator knowledge on how to effectively partner with culturally and linguistically diverse families (Barrio, 2017; Chu & Wu, 2012) commonly contribute to breakdowns in family–professional relationships. With the exception of Araceli who described a positive “50/50” relationship with her son’s educators and some reports of direct service providers connecting families with needed resources (e.g., housing support), participants overwhelmingly reported negative interactions with educators and service providers, including instances of neglect and racism.…”

“…These findings can serve as a foundation for policy recommendations and systems change to better serve marginalized families with young adult members who have disabilities. For example, future researchers should investigate how caregivers prefer to be involved in their children's education (e.g., participating in a school-wide task force; Barrio, 2017), as well as what mechanisms it would take to support such involvement (e.g., logistical support, translators, support from trusted community members).…”

“…Finally, many rural communities are experiencing substantial growth in Latino populations (J. Johnson, & Strange, 2009), and schools are generally not prepared to ensure the engagement of culturally and linguistically diverse families (Achola & Greene, 2016; Barrio, 2017; Gothberg, Greene, & Kohler, 2019; Ramirez, 2003).…”

“…Despite IDEIA mandates regarding parent participation and the demonstrated importance of family engagement on young adult outcomes (Massey & Sánchez, 2010), research indicates that immigrant family caregivers, including those from Latino backgrounds, often participate in educational meetings at lower rates than do their Caucasian, English-speaking peers (Cooper, Riehl, & Hasan, 2010; McLeod, 2012). However, research also indicates that Latino family caregivers are highly invested in the success of their young adults and that multiple barriers including language barriers (Defur et al, 2001; Francis, Gross, Lavín, et al, 2018), overrepresentation of English language learners in special education (Barrio, 2017), logistical issues (e.g., lack of transportation or child care; Defur et al, 2001), discrimination, stigma, power imbalances, and microaggressions prevent effective involvement during transition planning (Francis, Gross, Lavín, et al, 2018) prevent them from actively participating in transition planning meetings for their young adults with disabilities. Furthermore, cultural differences between Latino families and professionals from dominant U.S. cultures, such as varied conceptualizations of “independence,” “interdependence,” and the cultural value of “familism” (e.g., prioritizing family needs over individual needs; Stein, Gonzalez, Cupito, Kiang, & Supple, 2013) create additional challenges to family involvement, family–school collaboration, and attainment of positive transition outcomes for young adults (Achola & Greene, 2016; Povenmire-Kirk, Lindstrom, & Bullis, 2010; Stein et al, 2013).…”

Sustaining a Multitiered System of Supports for English Learners in Rural Community Elementary Schools

“…Culturally and linguistically diverse (CLD) learners, especially ELs, with and without disabilities represent a fast-growing population in rural communities (Barrio, 2017; Conroy, 2012; Hoover & Erickson, 2015; Wenger & Dinsmore, 2005). Rural schools, however, continue to experience a variety of educational challenges that directly affect student academic progress.…”