Persistent Link:
http://hdl.handle.net/10150/193719
Title:
Special Education Placement Factors for Latino Students
Author:
Kraemer, Robert John
Issue Date:
2010
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The disproportionate representation of minority students in special education programs has been a problem for over forty years. Factors contributing to minority overrepresentation include the lack of primary prevention, inappropriate language and educational assessment, over-referral of minority students for suspected learning difficulties, duration of enrollment in language support services [i.e. English as a Second Language instruction (ESL)], and lack of cultural and linguistic knowledge by K-12 teachers, specialists, and administrators. The goal of the investigator was to determine pertinent placement factors used by Multidisciplinary Educational Team (MET) members when deciding whether or not to place Latino English Language Learner (ELL) students in special education for a suspected specific learning disability (SLD). Identification of such factors may elucidate why some ELL students are inappropriately placed in special education for a SLD while others who need services are not. The investigator also willdetermine the extent special education eligibility determination was based on standardized achievement test scores, Intelligence Quotient (IQ) test scores, IQ-achievement discrepancy criteria, and qualitative data such as MET report data.
Type:
text; Electronic Dissertation
Keywords:
Assessment; biligual; ELL; language learners; learning disability; over-identification
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Special Education & Rehabilitation; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Fletcher, Todd
Committee Chair:
Fletcher, Todd

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleSpecial Education Placement Factors for Latino Studentsen_US
dc.creatorKraemer, Robert Johnen_US
dc.contributor.authorKraemer, Robert Johnen_US
dc.date.issued2010en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe disproportionate representation of minority students in special education programs has been a problem for over forty years. Factors contributing to minority overrepresentation include the lack of primary prevention, inappropriate language and educational assessment, over-referral of minority students for suspected learning difficulties, duration of enrollment in language support services [i.e. English as a Second Language instruction (ESL)], and lack of cultural and linguistic knowledge by K-12 teachers, specialists, and administrators. The goal of the investigator was to determine pertinent placement factors used by Multidisciplinary Educational Team (MET) members when deciding whether or not to place Latino English Language Learner (ELL) students in special education for a suspected specific learning disability (SLD). Identification of such factors may elucidate why some ELL students are inappropriately placed in special education for a SLD while others who need services are not. The investigator also willdetermine the extent special education eligibility determination was based on standardized achievement test scores, Intelligence Quotient (IQ) test scores, IQ-achievement discrepancy criteria, and qualitative data such as MET report data.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectAssessmenten_US
dc.subjectbiligualen_US
dc.subjectELLen_US
dc.subjectlanguage learnersen_US
dc.subjectlearning disabilityen_US
dc.subjectover-identificationen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Education & Rehabilitationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorFletcher, Todden_US
dc.contributor.chairFletcher, Todden_US
dc.contributor.committeememberMather, Nancyen_US
dc.contributor.committeememberMaker, Juneen_US
dc.identifier.proquest10977en_US
dc.identifier.oclc659754898en_US
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