Disproportionate Classification of ESL Students in U.S. Special Education
Fernandez, N., & Inserra, A. (2013). Disproportionate Classification of ESL Students in US Special Education. Education, 17(2).
This study explores the possible causes behind the disproportionate percentages of English language learners (ELLs) classified into U.S. special education. Elementary school classroom teachers were examined, from school districts that exhibited growth in the percentage of English language learners with Individual Education Plans during 2007-2010. Teachers’ knowledge of acculturation, referral processes, and knowledge of teacher research-based best practices were qualitatively investigated.
How & Why:
As a student studying both SPED and TESOL, misidentifying or over referral of students has been a common theme in both sections. That is why I chose this article as an artifact because it discusses the reoccurring problem of educators referring ELLs into special education.
I will use this artifact to remember to remain empathic to the ELL and always offer the best solution for the student. I will also make sure the ELLs in my class are screened and evaluated on a case-by-case basis to make the most accurate recommendation. Since I will be trained in both SPED and TESOL I will also you my knowledge to work as team and offer assistance to other teachers who may be suggestions about placements.