Culturally and Linguistically Diverse Learners in Special Education: English Learners

Abstract

The multidimensional issue of the representation of diverse students in special education has been a persistent and challenging concern for decades. Overwhelmingly, research outlining racial and ethnic disproportionality data have historically demonstrated stability in the overrepresentation of students of color in special education. However, the growing number of culturally and linguistically diverse learners also requires an examination of the representation of English learners in special education as well. This article provides an overview of trends and issues in both underrepresentation and overrepresentation of English learners in special education. Contributing factors for variability, as well as recommendations for future research and improved practice are provided.

Understanding and Supporting Literacy Development Among English Learners: A Deep Dive Into the Role of Language Comprehension

“…For instance, 50% of ELs with disabilities have a specific learning disability compared with 38% of non-ELs (U.S. Department of Education, 2014-2015). Specific learning disability subsumes language-based and other learning disabilities that do not fit into other special education categories, including reading comprehension difficulties (Counts et al, 2018;Hibel & Jasper, 2012). This is thus an issue of educational equity that demands the field's attention, particularly considering the rapidly growing population of ELs in so-called "New Destination" states, such as those in the Southern region of the United States (e.g., Alabama, North Carolina, and Tennessee), that have not historically served this population of learners.…”

Misunderstood and Mistreated: Students of Color in Special Education

“…One of the methods for determining if a given group is overrepresented is the composition index. This method involves comparing the ratio of pupils from a particular demographic group identified for special education with the ratio of pupils of the same group within all of the student population (Counts, Katsiyannis, & Whitford, 2018).…”

Testing for All: An Exploration of Disproportionality in the Georgia Alternate Assessments

“…Thus, it is plausible that social interactions between teachers and students prior and during the test referral process may affect eligibility decisions and subsequent differences in demographics of those taking the alternate assessment (Cho & Kinston, 2015). Again, disproportionality regarding alternate assessment is a reasonable concern given the literature documenting disproportionality in special education and enrichment programs (Cartledge, Kea, Watson, & Oif, 2016;Counts, Katsiyannis, & Whitford, 2018;Lakin, 2016;Ostendorf & Choi, 2017;Vega & Moore, 2008;Worrell, Subotnik, Olszewski-Kubilius, & Dixson, 2019).…”

“…Such variability may contribute to potential biases and disproportionate representation among students participating in alternate assessment. Unfortunately, disproportionality regarding alternate assessment is a reasonable concern given the plethora of literature documenting disproportionality among culturally and linguistically diverse students in special education (Cartledge, Kea, Watson, & Oif, 2016;Counts, Katsiyannis, & Whitford, 2018;Ostendorf & Choi, 2017) as well under-representation of these groups in enrichment programs (Lakin, 2016;Vega & Moore, 2008;Worrell, Subotnik, Olszewski-Kubilius, & Dixson, 2019). There is currently no research available on the disproportionality of demographic groups on alternate assessments in the state of Georgia.…”