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ERIC Number: ED290309
Record Type: RIE
Publication Date: 1986-Apr
Pages: 66
Abstractor: N/A
Reference Count: N/A
Characteristics of Limited English Proficient Hispanic Students in Programs for the Mentally Retarded: Implications for Policy, Practice, and Research. Part II.
Holtzman, Wayne H., Jr.; And Others
This descriptive study examined practices in three Texas school districts concerning referral, assessment, and placement of limited English proficient (LEP) Hispanic students in programs for the mentally retarded (MR), and their impact on effectiveness of services for the LEP population. Subjects were 61 Hispanic LEP students (grades 2-5) enrolled in MR classes during 1982-83. Data collected from student folders indicated that mean age at time of referral was 7 years 4 months, and that general lack of academic progress was the most commonly cited reason. More than 75 percent of students' families used Spanish as the primary home language. Teachers generally rated LEP MR students as having very low language proficiency in English. Information about the language used in administering standardized tests was typically not recorded. Available data suggested that the subjects were, in fact, mentally retarded, and that classification was assigned when low scores across measures left little doubt. Thus, districts seemed to identify the more severely retarded students, while mildly retarded LEP students may not be adequately served. While safeguarding schools against litigation, this practice may deprive handicapped students of needed specialized services. Based on these and other findings, recommendations for policy, practice, and research are offered. (JW)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Texas Univ., Austin. Dept. of Special Education.
Note: For Summary of Part I, see ED 267 578. For a related document, see ED 283 314.