Literature Review on "Special Education Referral Processes for Haitian Students"
Literature Review 35 pages (9245 words) Sources: 40
[EXCERPT] . . . .
R-Questions to build the literature review.What were the perceptions of teachers regarding the existing identification and referral process for ELLs and learning-disabled students?
What were the perceptions of the existing identification and referral process for ELLs as reported by parents of these students?
What gaps existed between the existing identification and referral process for ELLs and the ideal process?
What were the best practices of ELL identification and referral that prevent misidentification of ELLs as learning-disabled?
What recommendations can be offered to the school to improve assessment and referral processes for the evaluation of language-instruction needs among Haitian students at the schools?
Nadia's current chapter outline:
Review of the Literature
ELLs: Demographic and Academic Trends
Assessment Concerns
Implications
The Prevention of Misidentification of ELLs
Quantitative and Qualitative Methodologies
Research Questions
Summary
For Nadia:
Nadia, I have not tried to include this new work within your existing chapter, as I felt you would likely wish to move the topics where they fit best within your work. I am sending you this file as a word document (.doc) which means that the bibliography at the end will be a static text and not update automatically like it does in the newer word format (.docx). If you would also like the newer versi
download full paper ⤓
Good luck!
Elke (writer name: Teatime101)
Problems with ELL and LD Referral and Intervention Implementation Processes
Teacher Understandings of Referral Processes for ELL and LD Students
There is a clear need to objectively distinguish the needs of students who may be indicated for special services intervention. Garcia and Ortiz (2004) state there an academic failure distinctions can be generalized into three categories: Type I, where students are in inappropriate classrooms for their particular learning needs (such as ELL's); Type II, where students have learning and achievement issues that do not fall into the special education/learning disabled category and therefore must be served in the general education classroom; and Type III, where students clearly have a functionally severe limitation such as a major disorder which limits the learning process (Garcia & Ortiz, 2004). Failure to distinguish between the three types may result in student being inappropriately referred for special education, when in fact they should not be. The question arises as to why the referral process may be dysfunctional to allow for this type of failure to occur in needs-assessments of students.
Various issues in the assessment process have been identified in the research literature and are presented here. There are issues related to professional practices, with the spectrum ranging from one end where teacher perceptions and attitudes influence the assessment process, including their prejudices as well as their lack of awareness and training in properly assessing ELL students, to the other end which represents inappropriate and inefficient professional methods of assessment, implementation, and follow-through. Additional barriers relate to the structure of assessment testing, with much criticism leveled at the use of IQ and achievement testing in assessing students for learning disabilities; this methodology does not adequately reflect the individual learning styles of the students, and so may inappropriately identify students as learning disabled when in fact their issues are not due to learning disabilities.
Teachers may fail to understand the referral process. Ortiz et al. (1985) found that in assessing data that was gathered as part of referral and pre-referral processes on English language deficient learners in LD classrooms revealed that education professionals involved in the data gathering phase of the referral process may not understand the learning issues underlying students with limited English language proficiency (Ortiz, et al., 1985).
Misidentification of ELL students as Learning Disabled
Wagner et al. (2005) report that the need for different approaches to identifiying ELL students that have learning disabilities is paramount and progressive in the field of education. They state that the existing models of assessment and intervention do not effectively address the need for proper identification of students at risk. The needs of ELL students within the education system points to need for a larger conceptualization of what constitutes learning disability, including the proper distinction between learning disabled and language proficiency issues (Wagner, Francis, & Morris, 2005).
The following table illustrates the number of students in public schools for year 2001-2002, who are receiving IEP services (individualized education plans) and ELL services:
Table 10. Number and percentage of public school students participating in selected programs, by state: School year 2001 -- 02
Number
Percentage
Number
Percentage
of students of students of students receiving
State
with IEPs
with IEPs
ELL services
ELL services
Reporting states1
6,313,342
13.3
3,768,653
7.9
Alabama
95,708
13.2
7,159
1.0
Alaska
17,814
13.3
20,401
15.2
Arizona
97,654
10.6
148,861
16.1
Arkansas
56,165
12.5
13,187
2.9
California
661,575
10.8
1,510,859
24.6
Colorado
73,887
10.0
71,011
9.6
Connecticut
74,016
13.0
21,540
3.8
Delaware
16,068
13.9
3,004
2.6
District of Columbia
New Hampshire
28,675
13.9
3,268
1.6
New Jersey
218,364
16.3
56,712
4.2
New Mexico
62,738
19.6
66,035
20.6
New York
424,722
14.8
193,711
6.7
North Carolina
186,255
14.2
52,644
4.0
North Dakota
13,401
12.6
See footnotes at end of table.
Table 10. Number and percentage of public school students participating in selected programs, by state: School year 2001 -- 02 -- Continued
Number
Percentage
Number
Percentage
of students of students of students receiving
State
with IEPs
with IEPs
ELL services
ELL services
Ohio
224,986
12.4
Oklahoma
87,672
14.1
37,618
6.0
Oregon
70,309
12.7
44,162
8.0
Pennsylvania
232,056
12.7
Rhode Island
31,616
20.0
10,156
6.4
South Carolina
98,423
14.6
6,409
1.0
South Dakota
16,764
13.1
4,246
3.3
Tennessee
143,116
15.9
Texas
495,493
11.9
601,791
14.5
Utah
54,571
11.3
41,306
8.6
Vermont
13,430
13.3
1,009
1.0
Virginia
164,523
14.1
43,535
3.7
Washington
120,775
12.0
(4)
(4)
West Virginia
50,080
17.7
0.3
Wisconsin
126,152
14.3
23,454
2.7
Wyoming
11,716
13.3
2,830
3.2
Outlying areas, DoD Dependents Schools, and Bureau of Indian Affairs
DoDDS: DoDs Overseas
6,718
9.2
6,085
8.3
DDESS: DoDs Domestic
3,340
10.2
2,031
6.2
Bureau of Indian Affairs
American Samoa
5.1
15,342
96.5
Guam
2,543
7.9
14,336
44.8
Northern Marianas
5.3
Puerto Rico
65,874
10.9
Virgin Islands
1,504
8.0
-- Not available.
# Rounds to zero.
Reporting states totals exclude states for which data were missing for 20% or more of the schools or districts.
Migrant students include those who were enrolled at any time during the previous (2000 -- 01) regular school year. They are reported for each school in which they enrolled; because this is a duplicated count, the table does not show migrants as a percentage of all students.
American Samoa did not report students eligible for reduced-price meals. See technical notes.
Data were missing for more than 20% of schools or districts.
NOTE: IEP is the acronym for individualized education program. ELL is the acronym for English language learner. Some data items were more likely to be missing from charter schools than from other schools. Free lunch data were missing for 625 of 2,348 charter schools, and migrant student data were missing for 682. Data on ELL students were missing for 110 of the total 989 charter school districts. Percentages are based on schools and agencies reporting. Detail may not sum to total because of rounding. U.S. totals include the 50 states and the District of Columbia.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "Public Elementary/Secondary School Universe Survey," 2001 -- 02 and "Local Education Agency Universe Survey," 2001 -- 02.
(National Center for Education Statistics, 2010).
Spinelli (2008) points to the fact that misidentification of ELL students as learning disabled leads to those students not being able to receive appropriate services and hence those students face greater emotional, social, behavioral, and educational challenges as time progresses and their needs continue to go unmet. Spinelli holds that an informal assessment measure is a viable option in the evaluation process that can be adapted to culturally and linguistically diverse students, their learning styles, and their unique characteristics which underlie their challenges (Spinelli, 2008).
Guiberson (2009) finds that not only are ELL students misidentified as learning disabled, but also the forms in which the misidentification manifests are varied. These forms include overrepresentation of the minority students in special education compared to the whole school population, underepresentation when those ELL students with disabilities do not get correctly identified for intervention services, and misidentification when the ELL student is categorized as having a disability different from the one that they really possess (Guiberson, 2009).
Sandberg and Reschly (2010) state that the growing gap in achievement between ELL students and language majority is increasing and that traditional standardized testing fails to bridge the gap. The use of curriculum-based measurement may be a better standard to use for assessing academic needs of ELL students and… READ MORE
Quoted Instructions for "Special Education Referral Processes for Haitian Students" Assignment:
My dissertaion was approved by my committee chair; however, the research department asked that I expand the chapter 2 to 40 pages, and include at least 30 articles. I would like to send the paper to you guys as an attachment so that you can see what I have already done and so that what you are going to write will be consistent with what I have done.
Also there have been little research done on Haitian students, so you guys can also incorporate research on ELL students to back up my topic. A good website you can use is rti4success.org. Please call me if you have any question at (786)-312-7803.
Thanks
Nadia *****
How to Reference "Special Education Referral Processes for Haitian Students" Literature Review in a Bibliography
“Special Education Referral Processes for Haitian Students.” A1-TermPaper.com, 2010, https://www.a1-termpaper.com/topics/essay/r-questions-build-literature/830200. Accessed 3 Jul 2024.
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