The article, Disproportionality in Special Education Identification and Placement of English Language Learners represented the disproportionality in special education. Disproportionality refers to both the overrepresentation and underrepresentation of a certain group of students (whether it is race, age, sex etc.) in a special education program in relation to the total amount of determined group in the classroom or school (Designing 1). This article explained that in many cases, students who are ELLs have been placed in special education classrooms, when in reality, that is not what they need. This article went on to explain that there is no one factor that causes the disproportionality, but instead it is a combination of many different …show more content…
Some of the factors that cause disproportionality that were listed in the article included demographic factors, academic variables, and poverty. However, in the case of ELL students, these different causes did not have the same effect on the disproportionality of ELL students in the classroom as they did to other disabilities. Therefore, when it comes to the overrepresentation of ELL students in special education, this article described how it is most likely because of misidentification. According to Sullivan, “few school systems have adequate mechanisms in place to collect identification, placement, or outcome data for students identified as ELLs in special education” (Sullivan 319). In many cases, schools do not have the proper materials to accurately test, identify, and help ELL students, and therefore, many times it is assumed that these students have some type of learning disability. This assumption is wrong in many cases, and ELL students are misidentified. One main reason of misidentification expressed in this article is that both ELL students and learning disabled students have difficulty with problems that require high language demands. Therefore, teachers assume that these ELL students that are having difficulty with activities with language demand have a learning …show more content…
In fact, the study that was composed in this article compared the process in which both ELL students and white students (used as the control group) are identified and placed in special education. The results of this study showed that ELL students are more likely to be misidentified as having some sort of learning disability or a type of mental retardation. This study also showed that ELL students are less likely to be placed in any pull out (whether least or most restrictive) educational atmospheres when in comparison to their white peers (Sullivan 317).
This study, and ultimately this article, showed the urgent need for better predictability to be used in order to identify ELL students’ needs and problems. This article explained how in schools that have qualified ELL teachers, disproportionality is decreased. However, unfortunately, many schools do not have the right tools in order to properly identify these students and because of that, ELL students are at a high risk to receive inappropriate placements and
A special education setting is based on educational needs of those with learning disabilities. Students should not be immediately placed in a special education classroom, but instead should be taught strategies that are appropriate to their educational needs. Notwithstanding, Serge did not have a learning disability and as a result, should not have been placed in a special education setting. This was inappropriate placement for him as his only problem was his inability to speak English. Although he eventually did thrive with the instruction he received from Mrs. Evans, a resource teacher, his placement was not appropriate. In correlation with Ortiz (2001), “Early Invention for English Languages who are having difficulty in school needs to be implemented by general eduction teachers. Supportive school climates and instruction tailored to meet the needs of culturally and linguistically diverse students (Ortiz, 2001, pg. 4). Also, if Serge was placed into a general education setting with individualized instruction, he would have been barely able to perform at all. He would not understand anything that is going on and would have been completely lost. In order to grasp material, Serge should have both Serbian and English material provided for
Many school districts have problems placing ELL’s. As a result these students end up in special education whether they have a learning disability or language impairment. Teachers are also indecisive when dealing with ELL’s. Most teachers recommend that ELL’s be placed in special education from day one. It is not because the child has a learning disability, it’s because most teachers are not properly trained to interact with ELL’s.
Disproportionality, in special education, is the overrepresentation or under-representation of a particular population or demographic group relative to their presence in the overall student population (Ralabate, & Klotz, 2007). There are many factors thought to contribute to disproportionality: cultural differences, lack of appropriate assessment strategies, socioeconomic status, race, and gender (Kanaitsa, 2010).
...vironments then blacks. Minority students are being over represented in special education programs. As an African American, I will need to prepare myself for my future as an educator. When I become a teacher, I may encounter a student that has difficulties keeping up with his peers. I need to know whether this student is a slow learner or a victim of the achievement gap. This research has taught me abo¬ut the factors that have disproportionately affected African-American, Latino, Asian, and other non-white students. I will use this information to contribute to both my future research and career.
A longstanding national issue that continues to concern the public is the disproportionate representation of children from diverse racial and ethnic backgrounds in special education. The fact is that the proportion of minority students in the population of school-age children has risen dramatically to over 35%, which is increasing the diversity of students in many public schools throughout the nation. This makes the phenomenon of disproportionality especially troubling. With a growing population of minority children comprising a greater percentage of public school students, we must be responsive to the growing needs of an increasingly diverse society. The overrepresentation of minority students in special education has been posed as an issue for more than 3 decades, but it is worth asking whether the efforts of legislative actions, educational reforms and legal challenges have really made improvements to this issue. More importantly, disproportionality should be examined as a correlation to underlying conditions that can pose a great effect upon not only the quality of a child’s education, but also ______.
During the 1920's, separate schools were established for the blind, deaf, and more severely retarded (Reddy, p5). However, students that were considered mildly disabled were educated in regular schools, just thought to be 'slow learners'. Soon educators started to develop separate classes for disabled students. The reasoning for taking them out of the normal classroom (exclusion) has not changed in the last eighty years. People today, who are still in favor of exclusion, have the same justification for their belief. It was thought that students...
Fowler, J., & Hooper, H.R. ESL Learners with Special Needs in British Columbia: Identification, Assessment and Programming. British Columbia: The British Columbia Ministry for Education, Skills, and Training. (1998)
In general, disproportionality refers to the overrepresentation or underrepresentation of a minority group within special education programs and services. The disproportionate representation of minority students in special education has been an ongoing and significant matter in education for decades. More and more minority children are being identified as disabled or having an intellectual disability and/or learning disability. However, in most cases the children are being misdiagnosed and, consequently, are being discriminated and penalized in a variety of ways. Some of the leading causes of disproportionate identification are incorrect evaluations, poor assessment practices, and lack of instruction and assistance f...
Instruction. These two strategies are approaches that address classroom diversity in general education settings, and inclusion classroom settings. The idea of UDL is that instructional lessons, strategies, and assessments are planned with supports, which are more likely to be well-suited for students with special needs. The supports minimize the need for adaptations at a later time. Properly designed classrooms require fewer adaptations for students with special needs, is an ass...
Special education is a large part of the education system, which includes the mentally retarded, people with learning disabilities, the emotionally disturbed, hearing impaired, visually impaired, etc. Many people fail to include this system as one that can possibly involve discrimination, but those enrolled in special education has increased among all racial classifications. Between 1980 and 1990, the entire population enlisted in special education has increased. European American increased by 6%, African Americans increased by 13%, Hispanic Americans increased by 53%, and Asian Americans/Pacific Americans increased by 107.8% (Ford, Obiakor, p. 8). In the end, it is these students who ultimately experience low rates of employment, low income, and growing rates of incarceration. Another survey indicates t...
...odel minority stereotype contributed to Keltner and Lily struggle with schooling by heightening parental “education fever” and increase academic as well as emotional burdens on Keltner and Lily who were already struggling with learning. Lily and Keltner stories suggest that each family or child should be understood in their specific learning contexts. Educators need to understand an individual child’s lived experiences and addresshis/her psychological and educational needs so that they can achieve his/her own success. Schools and policy maker can help educator to do so by developing appropriate curriculum that is oriented to ESL students, rather than using mainstream curriculum that does not fit the needs of ESL learners. Training teachers to implement classroom strategies that aim to understand students’ individual needs and foster students’ school home connection.
I have been a Special Education Para-Educator for eleven years now. My decision to do this was based on the needs of my family and kids. When my last child was born, the doctors did not think that he would make it. He had a heart malfunction and was born with RSV and Von Villibrantds disease (which I did not find out until he was three); those factors lead me to want to work with special education kids, knowing that I could make a difference.
Inclusion of all students in classrooms has been an ongoing issue for the past twenty-five years (Noll, 2013). The controversy is should special education students be placed in an inclusion setting or should they be placed in a special education classroom? If the answer is yes to all special education students being placed in inclusion, then how should the inclusion model look? Every students is to receive a free an appropriate education. According to the Individual Education Act (IDEA), all students should be placed in the Least Restrictive Learning Environment (Noll, 2013).
However, it still met with inconsistent criticism due to the myth that “positive intervention” doesn’t work and draining resources of regular courses. However, evidences shown prove the opposite effect. Special education is constant need of more funding – especially when it constantly gets budget cuts from congress and thus, schools are unable to keep up with the afford to provide the necessary need of special education (Wall 2014). So the myth of special education draining resources is the no way the truth. How could they be able to drained resources from other students if the programs themselves are in limited supply? Lack of understanding and easy to become a scapegoat for the blame of overall score of a school being poor is quite easy to pit the blame. Another reasoning is due to socialization—the label of being placed in special education is rather an unfortunate burden that could follow the child (Huerta 2015). Often times, stereotypes are attached and are considered inferior to other students, potentially adding onto potential fears. In order to improve any form of education for special education, funding a provided them resources should be considered the first thing to look
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote