Language-Minority Learners in Special Education: Rates and Predictors of Identification for Services

Autor/inn/en	Samson, Jennifer F.; Lesaux, Nonie K.
Titel	Language-Minority Learners in Special Education: Rates and Predictors of Identification for Services
Quelle	In: Journal of Learning Disabilities, 42 (2009) 2, S.148-162 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219408326221
Schlagwörter	Identification; Kindergarten; Preschool Teachers; Intervention; Literacy; Grade 1; Special Education; English (Second Language); Second Language Learning; Predictor Variables; Longitudinal Studies; Disproportionate Representation; At Risk Students; Learning Problems; Language Minorities + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Alphabetisierung; Schreib- und Lesefähigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Special needs education; Sonderpädagogik; Sonderschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernproblem; Sprachminderheit
Abstract	Using data from the Early Childhood Longitudinal Study--Kindergarten Cohort, this study was designed to investigate proportional representation, identification rates, and predictors of language-minority (LM) learners in special education using a nationally representative sample of kindergarten, first graders, and third graders. The findings indicate that although LM learners were underrepresented in special education in kindergarten and first grade, they were overrepresented in third grade across all disability categories. LM status, teacher ratings of language and literacy skills, and reading proficiency level were significant predictors of placement in special education. Kindergarten teacher ratings of language and literacy skills were highly predictive of subsequent placement in special education. The implications for developing a model of early identification, the response-to-intervention model in particular, for LM learners at risk for academic difficulties are discussed. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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	2017/4/10