Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas

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.

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

Learning Disability Quarterly ◽

10.2307/1510528 ◽

1983 ◽

Vol 6 (4) ◽

pp. 416-423 ◽

Cited By ~ 4

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.

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Trends in Bilingual Special Education

Learning Disability Quarterly ◽

10.2307/1510529 ◽

1983 ◽

Vol 6 (4) ◽

pp. 424-431 ◽

Cited By ~ 11

Author(s):

Ernest M. Bernal

Keyword(s):

Special Education ◽

Teacher Training ◽

Bilingual Education ◽

Limited English Proficient ◽

Education Programs ◽

Bilingual Programs ◽

Handicapped Children ◽

Bilingual Special Education ◽

Mainstream Classrooms ◽

Training Institutions

Handicapped children who are also limited-English proficient (LEP) have generally not been served adequately in the schools. Few practitioners are trained to diagnose and treat culturally and linguistically different children. Furthermore, in school systems which have resisted bilingual programs, special education has been enlisted to carry out the ignominious task of segregating LEP children from mainstream classrooms. As a result, a curious placement pattern has occurred whereby some LEP handicapped children are underserved whereas many normals are placed in special education. The traditional reluctance on the part of special education to recruit minority professionals and its separation from regular and bilingual education have stood in the way of progress. Nevertheless, a number of teacher training institutions have received grants to institute rudimentary bilingual special education programs with courses designed to bridge these gaps. Research developments also suggest that bilingual special education may emerge as a viable specialty within special education.

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