ERIC Number: ED322701
Record Type: RIE
Publication Date: 1986-Apr-4
Handicapped Language Minority Students: Past, Present and Future.
Rangel, Elizabeth S.
The paper provides a current and historical overview of the educational inequities suffered by handicapped language minority students and explores the future of bilingual special education. The review covers such areas as a pending court case, the lack of laws dealing specifically with bilingual special education, overrepresentation of language minority students in special education classes, the inappropriate use and interpretation of standardized tests with this population, litigation concerning discriminatory procedures for intelligence quotient testing, and increasing underrepresentation in some areas of language minority children in programs for the mildly handicapped. A proposal is offered which advocates the use of bilingual special education to serve handicapped language minority students. Considered are myths (e.g., the bilingual child will suffer mental fatigue) and counter arguments (e.g., bilingualism may result in increased mental flexibility) concerning educational effects of bilingualism. Research is reviewed supporting the value of a bilingual approach with handicapped students, including the mentally retarded, and recent trends in government support for bilingual special education are noted. Appendixes provide supporting detail concerning student placement in special education, court cases, and research on the positive effects of bilingualism. Contains 50 references. (DB)
Publication Type: Information Analyses; Opinion Papers; Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master's Research Paper, Georgetown University. Appendixes A and D contain small/broken type. Best copy available.