The Individuals With Disabilities Education Act and California's Proposition 227: Implications for English Language Learners With Special Needs

Mueller, Tracy Gershwin; Singer, George; Grace, Elizabeth J.

doi:10.1080/15235882.2004.10162815

Cited by 18 publications

(9 citation statements)

References 12 publications

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“…In some cases, parents' choice to raise their child bilingually was restricted by lack of resources or facilities. Mueller, Singer, and Grace (), in a study of the impact of California's proposition 227 on children with EAL and moderate to severe disabilities, also reported a lack of resources and the exclusion of parents from decisions about which language should be used in the education of their children with EAL and moderate to severe disabilities.…”

Section: Theme 4: Advice To Families On Bilingual Upbringing and Educmentioning

confidence: 99%

Bilingualism and Students (Learners) With Intellectual Disability: A Review

Ware

Lye

Kyffin

2015

Policy Practice Intel Disabi

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The authors explored the interface between bilingualism and the education of students with intellectual disability (ID) through a review of the English language literature. Little substantive research endeavor was found connecting the two areas. We interpreted the term "bilingual" as including both children from bilingual homes (simultaneous bilinguals) and children being educated through a language other than the language of their home (sequential or late bilinguals). Six main themes were identified in the literature: (1) assessment, (2) staff preparation and training, (3) academic progress and supporting bilingual students with ID, (4) advice to families on bilingual upbringing and education, (5) communication development, and (6) policy. Considerable progress in assessing bilingual students for ID has been made in the last decade, and good practice guidelines have been developed; however, there is still a paucity of appropriate assessment tools. Disproportionality remains a problem, but research shows that it is a more complex problem than simply overcoming the problem of differentiating between language difficulties and ID. There is strong evidence that children who are in the process of becoming bilingual make better progress when initially supported through their L1; this is likely to be equally applicable to students with ID. Professionals continue to advise parents against bilingualism for children with ID, although there is little evidence either for or against bilingualism for students with ID. Research should concentrate on how bilingual children with ID can be supported to develop skills in both their languages, and on ensuring that children with ID who are becoming bilingual are supported academically.

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Section: Theme 4: Advice To Families On Bilingual Upbringing and Educmentioning

confidence: 99%

Bilingualism and Students (Learners) With Intellectual Disability: A Review

Ware

Lye

Kyffin

2015

Policy Practice Intel Disabi

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“…The survey tool used in this study was based on findings from an earlier qualitative pilot study of 15 special education teachers in California Mueller, Singer, & Grace, 2004). Using an ecological model, we asked teachers about the role of their administrators, the availability of resources, their personal beliefs about what language practices were best for their students, the parent participation in the language of instruction decision, and their understanding of state and federal laws.…”

Section: Ell Guidelines For Students With Moderatementioning

confidence: 99%

A National Survey of the Educational Planning and Language Instruction Practices for Students with Moderate to Severe Disabilities Who are English Language Learners

Mueller

Singer

Carranza

2006

Research and Practice for Persons with Severe Disabilities

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This article examines findings from a national survey of a sample of special educators who serve students with moderate to severe disabilities who are English language learners (ELLs). The survey requested information related to respondent assessment and instructional practices, second language resource availability, satisfaction, and language decision procedures for ELL students. Results indicated many of the respondents assessed and instructed their students in English, lacked ELL training, experienced resource shortages, and did not include parents in the language of instruction decision. Additional findings revealed that teacher satisfaction was predicted by the availability of second language resources, and the administration appeared to have a significant influence on the inclusion/exclusion of parents in the language decision process. The implications of these findings are presented.

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“…In the schools, special educators do not always include parents in decisions about language of instruction for students with moderate to severe disabilities (Mueller et al 2004, 2006). Manipulations of the home and school language may result in changes in social contingencies that can affect the child’s behavior in unpredictable ways.…”

Section: Discussionmentioning

confidence: 99%

A Preliminary Evaluation of Functional Communication Training Effectiveness and Language Preference When Spanish and English are Manipulated

et al. 2011

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We evaluated whether differences in treatment effectiveness or preference between languages emerged across Spanish and English during functional communication training (FCT) for young children with developmental disabilities exposed to Spanish and English in the home environment. Participants were 2 young children with developmental disabilities who displayed destructive behavior maintained by social contingencies and whose families spoke Spanish and English at home. All procedures were conducted in the participants’ homes by their mothers with coaching from the investigator. The effectiveness of FCT was evaluated within a reversal design across baseline, FCT, and extinction conditions. A multielement design across language type (Spanish and English) was embedded within the reversal design during the extinction and FCT conditions to evaluate differences in treatment effectiveness across type of language. Finally, during all FCT sessions, a concurrent schedules design was used to evaluate participant preference for type of language. Results suggested that FCT was effective in reducing destructive behavior, increasing manding, and/or increasing task completion for these 2 participants across Spanish and English treatment conditions. Preference for the type of language did not emerge for either participant during FCT. Results are discussed in terms of the merits of systematically evaluating language variables when working with culturally and linguistically diverse families and children.

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The Individuals With Disabilities Education Act and California's Proposition 227: Implications for English Language Learners With Special Needs

Cited by 18 publications

References 12 publications

Bilingualism and Students (Learners) With Intellectual Disability: A Review

Bilingualism and Students (Learners) With Intellectual Disability: A Review

A National Survey of the Educational Planning and Language Instruction Practices for Students with Moderate to Severe Disabilities Who are English Language Learners

A Preliminary Evaluation of Functional Communication Training Effectiveness and Language Preference When Spanish and English are Manipulated

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