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eBook details

• Title: Disproportionality in Special Education Identification and Placement of English Language Learners.
• Author : Exceptional Children
• Release Date : January 22, 2011
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 255 KB

Description

Students identified as culturally and linguistically diverse (CLD) represent an ever increasing percentage of the U.S. student population, with English language learners (ELLs) comprising the fastest growing subgroup (Genesee, Lindholm-Leary, Saunders, & Christian, 2005). (This article uses the term "culturally and linguistically diverse," CLD, to refer to students from racial/ethnic minority groups and linguistic minority groups [i.e., those speaking native languages other than English]. CLD includes students who are English language learners because they represent students whose first languages are not English and who have not yet achieved proficiency in English.) Unfortunately, evidence suggests that students identified as CLD are not receiving the services and supports they need to be successful in school (Artiles & Ortiz, 2002). Examination of school characteristics and educational outcomes reveals pervasive disparities in resources, opportunities to learn, and attainment that disadvantage CLD students relative to their mainstream White peers (Brayboy, Castagno, & Maughan, 2007). (This article refers to students identified as White as the referent group for equity comparisons, following the rationale of Artiles, Rueda, Salazar, & Higareda [2005], which states: "(a) White students have been traditionally used as a comparison group in equity analyses because they are the dominant group in society who have not had systematic problems with access and opportunity issues, (b) White students have been used historically as a contrast group in this literature that facilitates trend analyses, and (c) White students can be used as a stable contrast group because various cultural and linguistic groups are compared to the same group" [p. 289].)

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