Addressing the Learning Disability Needs of Limited-English Proficient Students: Beyond Language and Race Issues
Abstract
Students with exceptional learning needs should not be denied access to special education programs because of their language or race. However, such factors should not be ignored either. This paper examines the issue of disproportionate representation of limited-English proficient Hispanic students in classes for the learning disabled. On-site reviews of school districts suggest inadequate assessment, evaluation, placement, and re-evaluation of limited-English proficient Hispanic students. Sixteen policy considerations are provided in an effort to help school districts to ensure that limited-English proficient learning disabled students receive equal access to appropriate learning opportunities.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Language minorities are disproportionately identified with learning disabilities.
“While some conventional areas of disproportionality are confirmed (males and language minorities)”
From Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language (2011) · cites this paper as Ochoa et al., 1988
Limited English Proficient students are placed in learning disability classes at disproportionate rates.
“Ochoa et al. (1988) found that Limited English Proficient (LEP) students are disproportionately placed in classes for students with learning disabilities.”
From Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language (2011) · cites this paper as Ochoa et al., 1988
Cited by
Sorted by citations
Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language
Shifrer, D., Muller, C., & Callahan, R. (2011) · Journal of Learning Disabilities · doi:10.1177/0022219410374236 · Cited by 241 · see citing works
“Ochoa, Pacheco, and Omark (1988) found that limited English proficient (LEP) students are disproportionately placed in classes for students with learning disabilities.”
Background
- Authors
- Ochoa, A. M., Pacheco, R., & Omark, D. R.
- Affiliations
- San Diego State University (US)
- Venue
- Learning Disability Quarterly
- Publisher
- SAGE Publications
- Published
- 1988-08
- Volume
- 11
- Issue
- 3
- Pages
- 257-264
- ISSN
- 0731-9487 (ISSN-L)
- 2168-376X
- OpenAlex
- W2134026182
- Cited by
- 12
- References
- 0
- Citations by year
- 2013: 1 · 2012: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning Disability Quarterly (publishedVersion)
- Topics
- Social Sciences › Law › Legal Issues in Education
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Keywords
- limited English proficient students, Hispanic students, learning disabilities, special education, disproportionate representation, language barriers, racial equity, student placement, assessment and evaluation, equal access, school district policy
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
