The DOI matches its Crossref record; 19 of the 20 references it cites were found in a registry or an index.
Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts
Abstract
A weakness of research on minority placement in special education is the tendency to overestimate the homogeneity of populations by failing to disaggregate factors such as language proficiency or to consider other relevant variables, for example, social class or program type. Similarly, certain groups have been understudied, such as English language learners (ELLs). We addressed these gaps by examining ELL placement patterns in California urban districts. Disproportionate representation patterns were related to grade level, language proficiency status, disability category, type of special education program, and type of language support program. Students proficient in neither their native language nor in English (particularly in secondary grades) were most affected. Implications for further research and practice are discussed.
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“With current diagnostic methods, it can be difficult to distinguish between a lack of English language proficiency and a learning disability (Artiles, Rueda, Salazar, and Higareda 2005; Klingner and Harry 2006).”
From Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language (2011) · cites this paper as Artiles, Rueda, Salazar, and Higareda 2005
Citations
Cites
Handbook of research on multicultural education
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Special Education's Changing Identity: Paradoxes and Dilemmas in Views of Culture and Space
Artiles, A. J. (2003) · Harvard Educational Review · doi:10.17763/haer.73.2.j78t573x377j7106 · Cited by 285
Self-citationEthnic Representation in Special Education
Oswald, D. P., Coutinho, M. J., Best, A. M., & Singh, N. N. (1999) · The Journal of Special Education · doi:10.1177/002246699903200401 · Cited by 270
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Research works printed but not linked: 6
- Artiles A. J., 2002, CASE Newsletter, 43, 5
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Cited by
Sorted by citations
Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability
Annamma, S. A., Connor, D., & Ferri, B. (2013) · Race Ethnicity and Education · doi:10.1080/13613324.2012.730511 · Cited by 1,272
Justifying and Explaining Disproportionality, 1968–2008: A Critique of Underlying Views of Culture
Artiles, A. J., Kozleski, E. B., Trent, S. C., Osher, D., & Ortiz, A. (2010) · Exceptional Children · doi:10.1177/001440291007600303 · Cited by 509
Self-citationDisproportionality in Special Education Identification and Placement of English Language Learners
Sullivan, A. L. (2011) · Exceptional Children · doi:10.1177/001440291107700304 · Cited by 446
Toward an Interdisciplinary Understanding of Educational Equity and Difference
Artiles, A. J. (2011) · Educational Researcher · doi:10.3102/0013189x11429391 · Cited by 303
Self-citationKlingner, J. K., Artiles, A. J., Kozleski, E. B., Harry, B., Zion, S. D., Tate, W. F., Durán, G. Z., & Riley, D. (2005) · Education Policy Analysis Archives · doi:10.14507/epaa.v13n38.2005 · Cited by 315
Self-citation
Metadata
- Authors
- Artiles, A. J., Rueda, R., Salazar, J. J., & Higareda, I.
- Affiliations
- Arizona State University (US)
- University of Southern California (US)
- Corresponding author
- Artiles, Alfredo J.
- ORCID
- Artiles, Alfredo J.
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 2005-04
- Volume
- 71
- Issue
- 3
- Pages
- 283-300
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- OpenAlex
- W2006017717
- Cited by
- 496
- References
- 20
- Citations by year
- 2026: 22 · 2025: 12 · 2024: 14 · 2023: 13 · 2022: 24 · 2021: 16 · 2020: 29 · 2019: 22 · 2018: 26 · 2017: 27 · 2016: 27 · 2015: 29 · 2014: 34 · 2013: 34 · 2012: 39
- FWCI
- 83.82
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Exceptional Children (publishedVersion)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Law › Legal Issues in Education
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Keywords
- English language learners, special education placement, language proficiency, urban school districts, secondary education, disability categories, language support programs, California
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