Addressing the Learning Disability Needs of Limited-English Proficient Students: Beyond Language and Race Issues

1983 ◽  
Vol 6 (4) ◽  
pp. 416-423 ◽  
Author(s):  
Alberto M. Ochoa ◽  
Richard Pacheco ◽  
Donald R. Omark
Keyword(s):  
School Districts ◽  
Limited English Proficient ◽  
Hispanic Students ◽  
Learning Disabled ◽  
Learning Opportunities ◽  
Disproportionate Representation ◽  
Learning Needs ◽  
Education Programs ◽  
Disabled Students ◽  
Limited English Proficient Students

Students with exceptional learning needs should not be denied access to special education programs because of their language or race. However, such factors should not be ignored either. This paper examines the issue of disproportionate representation of limited-English proficient Hispanic students in classes for the learning disabled. On-site reviews of school districts suggest inadequate assessment, evaluation, placement, and re-evaluation of limited-English proficient Hispanic students. Sixteen policy considerations are provided in an effort to help school districts to ensure that limited-English proficient learning disabled students receive equal access to appropriate learning opportunities.

Addressing the Learning Disability Needs of Limited-English Proficient Students: Beyond Language and Race Issues

1988 ◽  
Vol 11 (3) ◽  
pp. 257-264 ◽  
Author(s):  
Alberto M. Ochoa ◽  
Richard Pacheco ◽  
Donald R. Omark
Keyword(s):  
School Districts ◽  
Limited English Proficient ◽  
Hispanic Students ◽  
Learning Disabled ◽  
Learning Opportunities ◽  
Disproportionate Representation ◽  
Learning Needs ◽  
Education Programs ◽  
Disabled Students ◽  
Limited English Proficient Students

Students with exceptional learning needs should not be denied access to special education programs because of their language or race. However, such factors should not be ignored either. This paper examines the issue of disproportionate representation of limited-English proficient Hispanic students in classes for the learning disabled. On-site reviews of school districts suggest inadequate assessment, evaluation, placement, and re-evaluation of limited-English proficient Hispanic students. Sixteen policy considerations are provided in an effort to help school districts to ensure that limited-English proficient learning disabled students receive equal access to appropriate learning opportunities.

A Second-Language Approach to Mathematics Skills: Applications for Limited-English Proficient Students with Learning Disabilities

1983 ◽  
Vol 6 (4) ◽  
pp. 489-495 ◽  
Author(s):  
Gilberto J. Cuevas ◽  
Martha C. Beech
Keyword(s):  
Learning Disabilities ◽  
Language Comprehension ◽  
Limited English Proficient ◽  
Language Skills ◽  
Learning Disabled ◽  
Teaching Mathematics ◽  
Students With Learning Disabilities ◽  
Mathematics Skills ◽  
Approach To Teaching ◽  
Limited English Proficient Students

Learning disabled limited-English proficient (LEP) students' specific needs in learning the language of mathematics have not yet been clearly defined. Based on our knowledge about mathematics and learning disabled students, language comprehension, knowledge of syntax and vocabulary, and understanding of relational terms as they apply to mathematics appear to represent the areas which researchers and teachers must focus on when dealing with LEP students. A diagnostic/prescriptive approach to teaching mathematics with specific emphasis on needed language skills will be presented in this article.

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