Date of Conferral

5-10-2024

Date of Award

May 2024

Degree

Ph.D.

School

Education

Advisor

Mary Trube

Abstract

The population of English Language Learners (ELLs) enrolled in kindergarten to second grade (K-2) in the Southern region of the United States has increased. K-2 teachers are challenged to serve ELLs in the regular education classroom and students are often being referred for special education services. There needs to be more literature on the overrepresentation of ELL students in special education programs. The purpose of this basic qualitative study was to explore K-2 teachers’ experiences with the overrepresentation of ELL students in special education programs and what teachers need to facilitate appropriate interventions for ELL students within the general education classroom. The conceptual framework that guides this study combines the theory of language acquisition by Cummins and the multitiered system of supports for ELLs by Hoover. Two research questions were focused on K-2 teachers’ experiences with the overrepresentation of ELLs in special education programs and what teachers need to address the issue of overrepresentation of ELLs in special education programs. An open-ended interview protocol was followed with 12 experienced K-2 teachers. Data were collected and analyzed using a thematic approach to identify codes, patterns, categories, and themes. The results of this study show the importance of communication with families, strategies used within the classroom, and the services that are offered to ELLs on their growth and success with the referral process of further services and evaluations needed. This study has the potential to create positive social change by providing educators with insights based on K-2 teachers’ experiences with the overrepresentation of ELLs in special education. Positive social change will occur when teachers use appropriate interventions with ELL students in the general education classroom.

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