Identification of Hispanic English Language Learners in Special Education

What factors contribute to the overrepresentation of English learners (ELs) in special education and, conversely, ELs who remain in an ESL class when they should be referred for special education services? The authors of this study looked at the role staff members' efficacy has on the accurate determination of ELs' language difference or disability. Through interviews with the members of child study team members, the authors found that when staff did not feel competent assessing linguistically diverse students, they recommended the student be placed in special education. The study's findings led the authors to recommend districts to (1) provide professional development on second language acquisition, (2) use students' first language, and (3) improve access to bilingual programs. The authors also suggest that teacher preparation programs provide teacher candidates with coursework in second language acquisition and in strategies for supporting ELs.