Language, speech, and hearing services in schools · 2018
Eligibility for Special Education in Elementary School: The Role of Diverse Language Experiences.
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Yamasaki Brianna L, Luk Gigi
Аннотация
PURPOSE: We examined the association between language experience and elementary students' eligibility for special education in Massachusetts.
METHOD: A secondary descriptive data analysis was conducted on the anonymized demographic data obtained from the Massachusetts Department of Elementary and Secondary Education. Third, 4th, and 5th grade students were categorized into native English speakers, English-proficient bilinguals, and emerging bilinguals. Eligibility for free or reduced lunch was also considered. Proportions of students eligible for autism, communication disorders, and specific learning disabilities (including those with dyslexia) were calculated.
RESULTS: A strong association was observed between students' language background and whether they were eligible for free/reduced lunch. Children eligible for free/reduced lunch were more likely to be eligible for special education. Relative to native English speakers, English-proficient bilingual students were less likely to be considered eligible for special education. However, for emerging bilinguals, eligibility was lowest in 3rd grade and highest in 5th grade. This observation was most apparent in the category of specific learning disabilities.
CONCLUSIONS: Students from diverse language and low-income backgrounds were disproportionately represented in special education. More substantial research-practice partnerships are warranted to understand how bilingual experience and socioeconomic status interact with eligibility for special education services in public school settings.
METHOD: A secondary descriptive data analysis was conducted on the anonymized demographic data obtained from the Massachusetts Department of Elementary and Secondary Education. Third, 4th, and 5th grade students were categorized into native English speakers, English-proficient bilinguals, and emerging bilinguals. Eligibility for free or reduced lunch was also considered. Proportions of students eligible for autism, communication disorders, and specific learning disabilities (including those with dyslexia) were calculated.
RESULTS: A strong association was observed between students' language background and whether they were eligible for free/reduced lunch. Children eligible for free/reduced lunch were more likely to be eligible for special education. Relative to native English speakers, English-proficient bilingual students were less likely to be considered eligible for special education. However, for emerging bilinguals, eligibility was lowest in 3rd grade and highest in 5th grade. This observation was most apparent in the category of specific learning disabilities.
CONCLUSIONS: Students from diverse language and low-income backgrounds were disproportionately represented in special education. More substantial research-practice partnerships are warranted to understand how bilingual experience and socioeconomic status interact with eligibility for special education services in public school settings.