ERIC Number: EJ1147658
Record Type: Journal
Publication Date: 2017-Jun
Abstractor: As Provided
Special Education Policy Change: Addressing the Disproportionality of English Language Learners in Special Education Programs in Rural Communities
Barrio, Brenda L.
Rural Special Education Quarterly, v36 n2 p64-72 Jun 2017
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.
Descriptors: Special Education, Educational Policy, Educational Change, English Language Learners, School Districts, Rural Schools, Learning Disabilities, Federal Legislation, Disproportionate Representation, Cultural Differences, Barriers, Policy Analysis, Evidence Based Practice, Elementary Secondary Education
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A