Examining IEPs of English Learners with Learning Disabilities for Cultural and Linguistic Responsiveness

Abstract

Effective education of English learners (ELs) with learning disabilities requires special educators to deliver culturally/linguistically responsive instruction within the context of special services, embracing the interaction between exceptionality and diversity. A critical concept is the notion that cultural and linguistic features are mandated by law to remain integral to teaching and learning once ELs are appropriately placed for special services. We examined a sampling of IEPs for ELs receiving special education for learning disabilities for cultural/linguistic responsive features to inform instruction. We found from our pilot study that the IEPs contain little to no reference to ELs' diverse linguistic and cultural qualities to (1) meet legislative mandates, and (2) guide delivery of appropriate special education. Practitioner implications for developing culturally and linguistically responsive IEPs are provided to support educators who teach ELs with learning disabilities.

The education of emergent bilinguals with disabilities: State of practice

“…The IEP is the cornerstone of a quality education for EBs. Yet, IEPs contain little or no reference to students' diverse linguistic and cultural characteristics and do not recommend native language or English as a second language instruction or accommodations that should be provided to EBs (Hoover, Erickson, Patton, Sacco, & Tran, 2018). Without such guidance, instruction will reflect educators' perceptions and beliefs, not evidence-based practices.…”

Are Students with Mathematics Learning Disabilities Receiving FAPE?: Insights from a Descriptive Review of Individualized Education Programs

“…Studies conducted after the reauthorization of the 2004 IDEA suggest that the issue of congruence among identified needs, goals, and services delivered remains a concern (see Catone & Brady, 2005; Hoover et al., 2019; Hott et al., 2019). In addition, the types and settings of service offerings may not be individualized (Kurth et al., 2019a, Kurth et al., 2019b).…”

“…Hoover et al. (2019) examined 30 IEPs of elementary and secondary students with SLD who were also English Language Learners (ELLs). They found the IEPs did not contain goals related to ELL needs, and did not contain evidence‐aligned accommodations to help ELLs with SLD access the general education curriculum.…”

Preparing Educators for Developing Culturally and Linguistically Responsive IEPs

“…Unfortunately, very little attention has been dedicated to the development of CLR IEPs and very little research has been directed at examining this topic. For example, in their pilot project review of literature, (Hoover, Erickson, Patton, Sacco, & Tran, 2018) found few studies that directly addressed IEPs for diverse learners. Through their pilot project, they examined 29 IEPs of ELs classified as having a learning disability in two school districts.…”

“…The most notable finding was that almost none of the IEPs contained CLR features to inform teachers on how to best educate culturally and linguistically diverse students with a learning disability, thus jeopardizing the provision of an appropriate education. Specifically, “IEPs clearly lack attention to cultural and linguistic diverse features, qualities, and strengths that teachers must understand to provide ELs with a learning disability effective special education” (Hoover et al, in press).…”