Characteristics of Limited English Proficient Hispanic Students Served in Programs for the Speech and Language Handicapped: Implications for Policy, Practice and Research. Part III.

Autor/inn/en	Ortiz, Alba A.; und weitere
Institution	Texas Univ., Austin. Dept. of Special Education.
Titel	Characteristics of Limited English Proficient Hispanic Students Served in Programs for the Speech and Language Handicapped: Implications for Policy, Practice and Research. Part III.
Quelle	(1986), (85 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Board of Education Policy; Communication Disorders; Delivery Systems; Disabilities; Educational Diagnosis; Educational Practices; Elementary Education; Handicap Identification; Hispanic American Students; Language Proficiency; Learning Disabilities; Limited English Speaking; Referral; School Districts; Spanish Speaking; Special Education; Speech Handicaps; Speech Pathology; Student Evaluation; Student Placement; Therapists; Texas + Suchen Sie Ihr Suchwort? Kommunikationsstörung; Auslieferung; Handicap; Behinderung; Pedagogical diagnostics; Pädagogische Diagnostik; Bildungspraxis; Elementarunterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Language skill; Language skills; Sprachkompetenz; Learning handicap; Lernbehinderung; School district; Schulbezirk; Special needs education; Sonderpädagogik; Sonderschulwesen; Speech handicap; Speech impairment; Speech impairments; Language handicps; Language impairments; Sprachbehinderung; Schulnote; Studentische Bewertung; Schülerpraktikum; Therapist; Therapeut
Abstract	This document is Part III of a research study examining special education service delivery for limited English proficient (LEP) Hispanic students who have been placed in programs for the learning-disabled, speech handicapped, and mentally retarded. The objectives of Part III of this study were: (1) identify the characteristics of Hispanic students referred, assessed, and placed in speech and/or language handicapped programs; (2) examine district policies and practices governing special education services for LEP students; (3) determine implications for improving policies and practices in the referral, assessment, and placement of these students; and (4) suggest future research directions. Speech and or/language handicapped LEP Hispanic students (n=124) in grades 2-5 in three large urban school districts in central Texas provided the sample. Descriptive statistical procedures were used to analyze data on student demography, referral, eligibility, speech and language evaluations, and placement. Results indicated that the procedures used by speech and language pathologists in the identification and diagnosis of communication disorders virtually ignored students' LEP status. Analysis of school district policies showed that little information was provided concerning safeguards to protect LEP students from being inappropriately placed in special education. Preliminary recommendations for delineating policy and improving practice are offered. A 90-item reference list is included. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC