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English Learners within the Special Education Program



The information to be considered regarding special education in regards to English learners is massive.  Indeed, special education is a complex, multi-faceted topic for any learner.  It is not an easy task to talk about it in a short blog post.
So, I am going to focus my discussion on the possible overrepresentation of English learners in disability programs.  Our text points out that in the 1970s the United States faced many lawsuits stemming from the lack of safeguards and invalid testing of English language learners that unfairly placed them in special education programs.  Fortunately, these lawsuits caused our country to remedy many problem areas in evaluating English learners.  The disproportionately high numbers of English learners faded. 
            Unfortunately (and I learned a bit about this in my wonderful Educating Special Learners class) the problem still exists to some extent.  For one thing, legislation has expanded disability categories and, as a result, more bilingual students have been labeled as needing remedial education.  These students have not suddenly lost skills or become less capable.  They have merely become the victim of “big brother” arbitrarily changing the criteria.  Further, the criteria that has changed is, as our book points out, a cultural construct.  What one cultural group considers a disability, another might not. 
            I certainly want any and all students who can benefit from special education services to receive those services.  I am, however, wary that a student who is not “typical”, for whatever reason, might unjustly be put into the special education system.  I hope that when I am a teacher, I will find that my fears are unfounded.  I hope that my school administrators always use the best, most meticulous assessment methods to determine who will benefit from special education.  I want the best for all students, including English learners, children with special needs, and English learners who have special needs. 

Chapter 12 Culturally and Linguistically Diverse Learners and Special Education

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