Academic Tracking of English Learners with Disabilities in Middle School

Autor/inn/en	Kangas, Sara E. N.; Cook, Megan
Titel	Academic Tracking of English Learners with Disabilities in Middle School
Quelle	In: American Educational Research Journal, 57 (2020) 6, S.2415-2449 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kangas, Sara E. N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831220915702
Schlagwörter	Track System (Education); Learning Disabilities; English Language Learners; Educational Opportunities; Case Studies; Middle School Students; Student Placement; Special Education; Educational Change; Access to Education + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Learning handicap; Lernbehinderung; Bildungsangebot; Bildungschance; Case study; Fallstudie; Case Study; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerpraktikum; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsreform; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Despite increased attention to the academic progress of English learners (ELs) with disabilities as a result of the Every Student Succeeds Act of 2015, research has yet to investigate the educational opportunities of these students in secondary grades. This qualitative embedded case study examined the curricular access of 10 ELs with disabilities in middle school. Utilizing deficit thinking for its theoretical underpinnings, the analysis illuminated that ELs with disabilities were consistently placed in lower academic tracks through a number of mutually reinforcing institutional and perceptual factors. The findings have exigent implications for expanding opportunities to learn of ELs with disabilities through reform to placement criteria and provision of special education and linguistic support across a range of academic tracks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01