REL Midwest Ask A REL Response

English Learners

February 2021

Barrio, B. L. (2017). Special education policy change: Addressing the disproportionality of English language learners in special education programs in rural communities. Rural Special Education Quarterly, 36(2), 64–72. https://eric.ed.gov/?id=EJ1147658

From the ERIC abstract: “Research suggests that disproportionate representation of culturally and linguistically diverse students in special education has been a recurring topic of concern in the field of special education within the United States. Over the past few years, this concern has shifted to focus on the disproportionate representation of English Language Learners (ELLs) in categories of mild to moderate disabilities, specifically within the category of learning disabilities. Although improvements in educational policy have been made through federal legislation, local rural school districts continue to battle this concern, especially those in rural areas. The following article focuses on the recommendations for development, implementation, and evaluation of local policy change to improve the disproportionate representation of ELL students within rural school districts.”

Note: REL Midwest was unable to locate a link to the full-text version of this resource. Although REL Midwest tries to provide publicly available resources whenever possible, it was determined that this resource may be of interest to you. It may be found through university or public library systems.

Counts, J., Katsiyannis, A., & Whitford, D. K. (2018). Culturally and linguistically diverse learners in special education: English learners. NASSP Bulletin, 102(1), 5–21. https://eric.ed.gov/?id=EJ1175815

From the ERIC 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.”

Note: REL Midwest was unable to locate a link to the full-text version of this resource. Although REL Midwest tries to provide publicly available resources whenever possible, it was determined that this resource may be of interest to you. It may be found through university or public library systems.

Golloher, A. N., Whitenack, D. A., Simpson, L. A., & Sacco, D. (2018). From the ground up: Providing support to emergent bilinguals to distinguish language difference from disability. Insights into Learning Disabilities, 15(2), 127–147. https://eric.ed.gov/?id=EJ1203413

From the ERIC abstract: “National Assessment of Educational Progress (NAEP) data reveal that students with disabilities who are emergent bilinguals (English language learners) have the lowest levels of proficiency in reading and mathematics among all student groups. We consider issues related to the instruction of emergent bilinguals, including those identified as having specific learning disabilities, using a Response to Intervention (RTI)/Multi-Tiered Systems of Support (MTSS) model. In so doing, we argue that instructional practices consistent with a robust Tier 1 framework are beneficial to emergent bilinguals with and without learning disabilities while differentiating Tier 2 and 3 interventions may improve outcomes for emergent bilingual students at risk for learning disabilities. To optimize the delivery of services to emergent bilinguals with and without learning disabilities, we propose a collaborative triad among general education, special education, and bilingual resource teachers. We consider implications for classroom practice, staffing, professional development, and educator preparation.”

Grimm, A., & Schulz, P. (2014). Specific language impairment and early second language acquisition: The risk of over- and underdiagnosis. Child Indicators Research, 7(4), 821–841. https://link.springer.com/article/10.1007/s12187-013-9230-6

From the abstract: “Child and family risk factors of Specific Language Impairment (SLI), including delayed mastery of early language milestones and family history of language impairment, have been found to affect more SLI children than typically developing (TD) children. However, little to no research has examined whether prevalence differs between monolingual and early second language (eL2) learners. Furthermore, the degree of misdiagnosis in clinical settings is unknown as well as whether monolingual and eL2 children differ in the proportion of over- and underdiagnosis. The present study compared both language groups regarding the prevalence of risk factors and (mis)diagnosis as SLI. The sample included 92 monolingual (69 TD, 23 SLI) and 74 eL2 children (55 TD, 19 SLI), aged 5–8 years, and their parents. Prevalence of child/family risk factors was assessed via parental questionnaire; misdiagnosis was calculated by comparing children’s identification as (non)SLI via a standardized test with their clinical diagnosis. Except for dyslexia/dysgraphia, the rate of child and family risk factors was the same in both language groups, correctly identifying up to half of the SLI children. Correlation analyses between SLI-identification and clinical diagnosis indicated a moderate positive association. The rates of misdiagnosis in monolingual and eL2 children varied, with underdiagnosis being more frequent than overdiagnosis across groups. Moreover, the rate of overdiagnosis was marginally higher for eL2 children than for monolinguals. Summarizing, correct clinical diagnosis as SLI is difficult in both monolinguals and in eL2 learners; a correct diagnosis as unimpaired is especially challenging in eL2 children. Our results suggest that complementing standardized language assessments with parental information helps to reduce the rate of misdiagnosis in both types of learners.”

Note: REL Midwest was unable to locate a link to the full-text version of this resource. Although REL Midwest tries to provide publicly available resources whenever possible, it was determined that this resource may be of interest to you. It may be found through university or public library systems.

Rueda, R., & Windmueller, M. P. (2006). English language learners, LD, and overrepresentation: A multiple-level analysis. Journal of Learning Disabilities, 39(2), 99–107. https://eric.ed.gov/?id=EJ757902.

From the ERIC abstract: “Continuing unresolved problems in the field of special education include the continued use of discrepancy models; the need for better identification models; continued debate over programmatic issues, ranging from inclusion to self-contained models; and the continued overrepresentation of certain ethnic and racial groups in the learning disabilities (LD) category. This article focuses on students with mild learning disorders in general, and LD in particular, providing a perspective on how this problem has been addressed and suggesting a multilevel approach in which local context plays a central role. We suggest that overrepresentation is best conceptualized as an indicator of underlying issues rather than as the proper focal point of remediation efforts.”

Note: REL Midwest was unable to locate a link to the full-text version of this resource. Although REL Midwest tries to provide publicly available resources whenever possible, it was determined that this resource may be of interest to you. It may be found through university or public library systems.

Samson, J. F., & Lesaux, N. K. (2009). Language-minority learners in special education: Rates and predictors of identification for services. Journal of Learning Disabilities, 42(2), 148–162. https://eric.ed.gov/?id=EJ830432

From the ERIC abstract: “Using data from the Early Childhood Longitudinal Study—Kindergarten Cohort, this study was designed to investigate proportional representation, identification rates, and predictors of language-minority (LM) learners in special education using a nationally representative sample of kindergarten, first graders, and third graders. The findings indicate that although LM learners were underrepresented in special education in kindergarten and first grade, they were overrepresented in third grade across all disability categories. LM status, teacher ratings of language and literacy skills, and reading proficiency level were significant predictors of placement in special education. Kindergarten teacher ratings of language and literacy skills were highly predictive of subsequent placement in special education. The implications for developing a model of early identification, the response-to-intervention model in particular, for LM learners at risk for academic difficulties are discussed.”

Note: REL Midwest was unable to locate a link to the full-text version of this resource. Although REL Midwest tries to provide publicly available resources whenever possible, it was determined that this resource may be of interest to you. It may be found through university or public library systems.

Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77(3), 317–334. https://eric.ed.gov/?id=EJ918896

From the ERIC abstract: “This study explored the extent of disproportionality in the identification and placement of culturally and linguistically diverse students identified as English language learners in special education. Descriptive statistics and regression analyses examined patterns and predictors of identification and placement in special education among English learners throughout the state relative to their White peers. The results indicate that these students are increasingly likely to be identified as having learning disabilities or mental retardation, and are less likely to be served in either the least or most restrictive educational environments relative to their White peers. The author also examined the influence of several district-level factors commonly explored in studies of racial disproportionality and found that these factors did not evidence similar relationships to the disproportionate representation of English language learners. The study presents implications for further research and practice.”

Note: REL Midwest was unable to locate a link to the full-text version of this resource. Although REL Midwest tries to provide publicly available resources whenever possible, it was determined that this resource may be of interest to you. It may be found through university or public library systems.

Takanishi, R., & Le Menestrel, S. (2017). Dual language learners and English learners with disabilities. In R. Takanishi & S. Le Menestrel (Eds.), Promoting the educational success of children and youth learning English: Promising futures (pp. 351–400). National Academies Press. https://eric.ed.gov/?id=ED582056. Full text available from https://www.nap.edu/read/24677/chapter/12

From the text: “This chapter presents a critical review of the research on DLLs/ELs with disabilities through the lens of policy, practice, and research. In particular, it focuses on five of the major disability categories—specific learning disabilities (SLDs), intellectual disabilities (IDs), emotional/behavioral disorders (E/BDs), language impairments (LI, including speech/language impairments), and autism spectrum disorder (ASD). The presentation of these disability categories is intended to serve as a frame for thinking about implications for policy, practice, and research.”