Schools across the country are inadequately prepared to meet the educational needs of English language learners (ELLs), much less the needs of ELLs who also have an intellectual disability (ID). In this exploratory study, three Mexican American elementary students with moderate ID were given vocabulary word instruction in English and Spanish using…

This paper proposes a model of effective instruction and intervention for English Learners (ELs) within a Response to Intervention (RTI) framework. First, we review literature on effective instruction for ELs and how RTI can address the needs of these students. Then, we describe the PLUSS model, which integrates research on effective instruction…

The focus of research on disproportionality to date has been culturally and linguistically diverse (CLD) students with emotional/behavioral and learning disabilities and mental retardation. There is a dearth of research on the representation of CLD learners with autism spectrum disorders (ASD). Using data from the Minnesota Department of…

In this article, we present a review of research studies that address special education literacy instruction for English language learners (ELLs) with learning disabilities (LD) and ELLs with low literacy achievement in elementary and middle school grades. We describe research on the following categories: a) culturally and linguistically…

This qualitative study investigated five elementary classroom teachers' perceptions of, and attributions about the school performance of Asian American students. Using naturalistic inquiry, data were obtained through interviews, classroom observations, document reviews and field notes; and were analyzed using grounded theory techniques. The…

The No Child Left Behind Act's emphasis on universal standards of academic performance, defined as proficiency in grade-level core curriculum and state academic assessments, challenges general education program personnel to higher standards of professional practice. Because schools must report student achievement by subgroups, including students…

For English Language Learners (ELLs), the process of becoming literate in English is daunting. Not only are these students faced with the same literacy challenges faced by native English-speaking students, but they are also challenged with extensive diversity issues relating to substantial differences in linguistic, cultural, and academic…

As the Hispanic population of the United States continues to increase dramatically, school professionals may misinterpret and may perceive culturally different classroom discourse skills as indicative of language learning disabilities. A possible misunderstanding of pragmatic behaviors of culturally and linguistically diverse Hispanic students may…

A diverse, Midwestern, high-poverty urban school district, under the guidance of a university reading professor with expertise in research-based instruction and reading intervention, began a professional-development initiative that resulted in improved reading achievement for its students. This article presents the background, rationale, and…

A major barrier in the provision of special education services to migrant students is the lack of trained personnel who understand the unique strengths and challenges of migrant students. Using the experiences of the Migrant Special Education Training Program, this article presents a teacher education curriculum and pedagogical model for preparing…

The authors review 11 studies published from 1971 through the 1990s on learning and behavioral difficulties among Chinese American children. The focus of the review is on (a) quantity and quality of the studies, (b) topics examined, and (c) research findings. Results showed that limited English proficiency, delinquency and gangs, and emotional and…

Culturally and linguistically diverse students with learning disorders (LD) and emotional or behavioral disorders (E/BD) have higher school dropout rates than their peers with and without disabilities. The primary purpose of this study was to determine how early potential dropouts could be identified. Research questions included the following: (a)…

The authors present findings from an initial information gathering and analysis of a larger Office of Special Education Programs model demonstration project, "Connections to Success." The article is based on an analysis of a teacher survey conducted at four schools in the project's partner district focused on perceived problems, sources of stress,…

The authors present the results of a self-study by seven preservice teachers that reveals ways in which the teachers' beliefs regarding diversity issues were realized in their classroom interactions, practices, and observations. This investigation was set within the context of a cohort of postbaccalaureate preservice teachers in an initial teacher…

This article focuses on factors that impact identification of and services for English-language learners (ELLs) with suspected language-learning disabilities. These factors include (a) home and school environments, (b) the school's philosophy, (c) instructional strategies, and (d) other contextual variables that affect language use. In addition,…