English Language Learner Disproportionality in Special Education: Implications for the Scholar-Practitioner
This study examined the representational patterns of English language learners (ELLs) receiving special education services in school districts in a southeastern Texas region over a 7-year period. Results indicated that although relative risk ratios have decreased over time, the region as a whole continued to show overrepresentation of ELLs in special education. Additionally, the percentage of districts demonstrating overrepresentation decreased by almost half over the 7 years. Finally, the relative risk ratios for some districts in the study indicated variability over time. Awareness of the representational patterns of ELLs at the
national, state, regional, district, and campus levels continues to be the first step in providing students who are ELLs an education that meets their academic needs.
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Special Education and Teaching Commons