Affiliation:
1. Juniper Gardens Children's Project,
2. University of Texas-Austin
3. University of Maryland-College Park
Abstract
Results of an exploratory study of eligibility decisions made for 19 Spanish-speaking English language learners (ELLs), who qualified for special education in early childhood and subsequently received special education reading instruction, are reported. Full and individual evaluations revealed that only 9 students demonstrated significant Intelligence Quotient–reading achievement discrepancies. Because the study's purpose was to describe characteristics of ELLs with reading-related learning disabilities (LD), these students became the focus of analyses. After examining data from students' school records, an expert panel concluded that 1 student had reading-related LD, 3 had disabilities other than LD, and 5 had problems that could be explained by other factors. Issues associated with the special education identification process for ELLs are discussed and recommendations for improving practice are offered.
Subject
General Health Professions,Developmental and Educational Psychology,Education
Cited by
15 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献