Peer reviewed
Download full textERIC Number: EJ1017754
Record Type: Journal
Publication Date: 2013-Aug
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1072-4303
EISSN: N/A
Available Date: N/A
Disproportionate Classification of ESL Students in U.S. Special Education
Fernandez, Nicole; Inserra, Albert
TESL-EJ, v17 n2 Aug 2013
This study explores the possible causes behind the disproportionate percentages of English language learners (ELLs) classified into U.S. special education. Elementary school classroom teachers were examined, from school districts that exhibited growth in the percentage of English language learners with Individual Education Plans during 2007-2010. Teachers' knowledge of acculturation, referral processes, and knowledge of teacher research-based best practices were qualitatively investigated.
Descriptors: Disproportionate Representation, Special Education, English (Second Language), Second Language Learning, Classification, Elementary School Students, Knowledge Base for Teaching, Elementary School Teachers, Acculturation, English Language Learners, Qualitative Research, Best Practices, Individualized Education Programs, Referral, School Districts, Faculty Development, Self Efficacy, Case Studies, Content Validity
TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A
Author Affiliations: N/A
