Culturally and Linguistically Diverse Learners in Special Education: English Learners

Autor/inn/en	Counts, Jennifer; Katsiyannis, Antonis; Whitford, Denise K.
Titel	Culturally and Linguistically Diverse Learners in Special Education: English Learners
Quelle	In: NASSP Bulletin, 102 (2018) 1, S.5-21 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Whitford, Denise K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636518755945
Schlagwörter	Student Diversity; Special Education; Disproportionate Representation; English Language Learners; Evaluation Methods; Homogeneous Grouping; Minority Group Students; Racial Bias; Ethnicity + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Homogene Gruppierung; Niveaugruppierung; Streaming; Racial discrimination; Rassismus; Ethnizität
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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01