The Representation of Migrant Students in Special Education in the State of Texas

Abstract

Migrant children are considered one of the most at-risk populations in the United States. They face multiple obstacles of poverty, poor health, mobility, and limited English proficiency, which contributes to the difficulties that migrant children may encounter in the educational system. Limited research has been conducted regarding migrant students with disabilities. The purpose of this study was to examine the extent to which the migrant student population was identified as having disabilities in Texas. Analyses were conducted on a state level, district level, and disability category level. Data were obtained from the Texas Education Agency. The sample consisted of 223 districts that had a total of 9,078 migrant special education students. The state-level analysis found that migrant students, collectively, were not disproportionately represented in special education when compared to the overall state percentage of migrant student representation in general education. The district-level analysis, however, indicated that there was a disproportionate representation of migrant students that received special education services in many school districts in Texas. Moreover, the disability category-level analysis indicated that there was a higher percentage of migrant students that received services under the learning disability category than would be expected.