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ERIC ED283314: Characteristics of Limited English Proficient and English Proficient Learning Disabled Hispanic Students at Initial Assessment and at Reevaluation.
ERIC ED283314: Characteristics of Limited English Proficient and English Proficient Learning Disabled Hispanic Students at Initial Assessment and at Reevaluation.
The study examined policies and practices related to the reevaluation of 36 limited English proficient (LEP) and 36 non-LEP Hispanic students in elementary learning disability (LD) programs in two Texas urban school districts and how these policies and practices impact continued special education eligibility. The following specific objectives were researched: procedures used for assessment and placement of LD Hispanic students during the 3-year review; changes in test scores and language data which occurred during LD Hispanic students' first 3 years in special education; and current policies and practices influencing the 3-year reevaluation assessment and placement of LD Hispanic students. Among policy recommendations resulting from the study are the following: (1) assessment of language minority students referred to special education should include language assessment based on natural communication samples, and measures which tap cognitive academic language proficiency and pragmatic skills; (2) written justification should be required for English only assessments; (3) eligibility criteria specific to language minority students should be developed; (4) the LEP student should not be labeled learning disabled unless there is evidence that the handicapping condition exists in the primary language and not only in English; (5) appraisal personnel should be bilingual. Thirty-three tables are included along with a 36-item reference list. (DB)
