The effects of labeling Hispanic English language learners as learning disabled
Abstract
Description
English language learners (ELLs) are often placed in special education due to lack
of knowledge on the part of educators of the language acquisition process and because of
the pressures educators face to meet state and federal accountability standards. Once in
special education, many students’ experiences lead to negative outcomes for those
students including stigmatization, inadequate academic preparation, and few
opportunities for a successful professional career potential.
The purpose of this cross case study was to investigate the effects of labeling
English language learners as learning disabled (LD). Three ELLs with normal
intelligence who were labeled as LD and placed in special education were identified for
this study. The students’ permanent record files and special education records throughout
their schooling were first reviewed and analyzed. Then, the case study students and their
parents completed surveys and participated in interviews conducted over a two year
period.
The conclusions from the data analysis revealed that the students felt that their
placement in special education was due to their lack of English language proficiency.
Conclusions showed that there were problems with school personnel including a lack of
knowledge of second language acquisition, non-compliance with special education
requirements in the referral and evaluation processes, and failure to include the students’
culture or other factors when identifying these students. These conclusions can be
described by the Contextual Interaction Model which includes factors at the national and
state levels, the community and family levels, and at the school level that influence
schooling. The implications and recommendations for the teachers, administrators and parents are discussed including the need for training in issues related to second language
acquisition and cultural and environmental factors influencing the schooling of ELLs.
PDF; 341 pgs.
PDF; 341 pgs.