Disproportionality in Special Education Identification and Placement of English Language Learners
Bibliographic Data
| ID | 23348010 |
|---|---|
| Authors | Amanda L Sullivan (0000-0001-8675-154X, Arizona State University, corresponding author) |
| Year | 2011 |
| Volume | 77 |
| Issue | 3 |
| Pages | 317-334 |
| Publication date | 2011-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Exceptional Children (JOURNAL) |
| Journal identifiers | ISSN: 0887-5405 • E-ISSN: 2163-5560 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/001440291107700304 |
| OpenAlex | W2003760300 |
| Language | EN |
| Citations received | 83 |
| References cited | 37 |
This study explored the extent of disproportionality in the identification and placement of culturally and linguistically diverse students identified as English language learners in special education. Descriptive statistics and regression analyses examined patterns and predictors of identification and placement in special education among English learners throughout the state relative to their White peers. The results indicate that these students are increasingly likely to be identified as having learning disabilities or mental retardation, and are less likely to be served in either the least or most restrictive educational environments relative to their White peers. The author also examined the influence of several district-level factors commonly explored in studies of racial disproportionality and found that these factors did not evidence similar relationships to the disproportionate representation of English language learners. The study presents implications for further research and practice.
Descriptive statistics · Developmental psychology · English language · Identification (biology) · Mathematics education · Representation (politics) · Special education · Collaborative Teaching and Inclusion · Disability Education and Employment · Education Discipline and Inequality · Psychology
Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents
RTI for Students Presenting with Behavioral Difficulties
Promessas e trajetórias da Educação Inclusiva
Beyond the bilingualism myth
A Decade of Professional Development Research for Inclusive Education
Disproportionality in Special Education
Theories of justice underpinning equity in education for refugee and asylum-seeking youth in the U.S
Linguistic Justice in Action
An Intersectional Examination of the Master Narrative of Emotional and Behavioral Disorder and Its Entanglements With Multilingual Learners With Learning Disabilities Within the Least Restrictive Environment
Les rôles professionnels des orthophonistes scolaires en matière d’évaluation en contexte de diversité linguistique
Beyond English centrality
The Challenges Facing Irish-Medium Primary and Post-Primary Schools When Implementing a Whole-School Approach to Meeting the Additional Education Needs of Their Students
Students with Disabilities Pursuing STEM
Referral process and unjustified disproportional representation of migrant children in special education provisions
A Bilingual Special Education Teacher Preparation Program in New York City
Holding them back or pushing them out
The Retention of Educators of Color Amidst Institutionalized Racism
Reassignment Policies and School Stratification
Associations between preschool-age care arrangement and low-income children’s IEP receipt during elementary school
Classroom Placements of Students With Disabilities in Public Day Schools in a Large School District
Grade Retention
A Case for Systems Change in Special Education
School Segregation and Racial Gaps in Special Education Identification
Contextualizing Multilingual Learner Disproportionality in Special Education
Demystifying Disproportionality
Gender disproportionality in special education
Digital reading comprehension instruction in English for children with English as an additional language
Understanding Disability
Disproportionate Representation of Multilingual Learners With Intellectual and Developmental Disabilities
Understanding the Dynamics of Dosage Response
Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality
Increasing content accessibility to promote reading comprehension among English learners
Diagnostic Discrepancies
Culturally and Linguistically Responsive MTSS
Effects of Implicit Bias Training on Educator Beliefs and Attitudes Related to Racial Bias
The Effects of PLUSS
Participatory reading research
Examining the role and graduate preparation of bilingual school psychologists in early childhood settings
Disparities in general education inclusion for students of color with disabilities
Special Education Representation Trends Vary by Language Status
Which Students With Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms
More than Multilingual
Leading Inclusive Schools
Toward a Framework of Inclusive, Socially-Just, Disability-Centered District Special Education Leadership
Stuck in the middle
Tensions of perceiving and practice
Beyond siloed systems
Culturally Responsive Assessment Practices
Reclassification of emergent bilinguals with disabilities
Introduction to bi- and multilingual opportunity to learn for students with disabilities
The phonological loop and dual language learning
Essential constructs in the preparation of inclusive bilingual education teachers
Dis/ability labels and emergent bilingual children
The intersectional gap
Challenging the ideology of normal in schools
Unearthing and addressing bias
School anxiety and depression among immigrant youth in America
Measurement invariance of the English and Spanish Basc-3 behavioral and emotional screening system parent preschool forms
Are translated mathematics items a valid accommodation for dual language learners? Evidence from ECLS-K
Measurement of early literacy skills among monolingual English-speaking and Spanish-speaking language-minority children
Development of self-regulation of bilingual children and the role of teacher-child interactions
Culturalization” of the referral process in policy discourses
Disentangling language from disability
Factors influencing special education teacher educators’ focus on emergent multilingual learners in preservice literacy coursework
Rubberbanding in a Liminal Space
Educación in Our Own Terms
A Multilevel Investigation into Contextual Reliability in the Designation of Cognitive Health Conditions among U.S. Children
Becoming a Culturally Responsive Special Educator Amidst School/University Partnerships
The role of schools
Representation of Culturally and Linguistically Diverse Students Among Students With Learning Disabilities
Identification of Hispanic English Language Learners in Special Education
Promoting Educators’ Use of Culturally Responsive Practices
Educating unaccompanied immigrant children in Chicago, Illinois
School counsellors’ beliefs regarding collaboration with parents of students with special educational needs in Flanders
Breaking One Law to Uphold Another
The Effects of Explicit Instruction on the Reading Performance of Adolescent English Language Learners With Intellectual Disabilities
Investigating the Efficacy of a Web‐Based Early Reading and Professional Development Intervention for Young English Learners
Minorities Are Disproportionately Underrepresented in Special Education
Academic Tracking of English Learners With Disabilities in Middle School
Disability as Status Competition
What Does a Culturally Sustaining Learning Climate Look Like
Disclosure of Information About English Proficiency
Clarifying the Social Roots of the Disproportionate Classification of Racial Minorities and Males with Learning Disabilities
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Labeling the Mentally Retarded
Within-Group Diversity in Minority Disproportionate Representation
Achieving Equity in Special Education
Language-Minority Learners in Special Education
Special Education for the Mildly Retarded—Is Much of it Justifiable?
English Language Learners in U.S. Schools
A Review of Some Individual- and Community-Level Effect Size Indices for the Study of Risk Factors for Child and Adolescent Development
The Color of Discipline
Disproportionate Representation of African American Students in Special Education
Disproportionate Representation of African Americans in Emotionally Handicapped Classes
| Unique citing works | 83 |
|---|---|
| Citations per year | 6,38 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 79 |