|
Record Details
|
Full-Text Availability Options:
 ERIC
Full Text (941K)
|
|
Related Items: Show Related Items
|
| Click on any of the
links below to perform a new search |
| ERIC #: | ED349819 |
| Title: | Assessing Appropriate and Inappropriate Referral Systems for LEP Special Education Students. |
| Authors: | Ortiz, Alba A. |
| Descriptors: | Academic Achievement; Elementary Secondary Education; Hispanic Americans; Intervention; Limited English Speaking; Models; Referral; School Effectiveness; Second Language Instruction; Special Education; Student Evaluation; Student Needs; Testing |
| Source: | N/A |
More Info:
 Help
Peer-Reviewed:
|
N/A |
| Publisher: | N/A |
| Publication Date: | 1992-08-00 |
| Pages: | 48 |
| Pub Types: | Information Analyses; Opinion Papers |
| Abstract: | Lack of educational progress of Hispanics and other language minority students has very important implications for special education as these students are very likely to be referred for special services. Language minority students are overrepresented in programs for the learning disabled, and, with the exception of Asian students, are underrepresented in programs for the gifted and talented. With projections that one of every three Americans in this country will be a minority by the year 2,000, greater attention must be given to assuring that multicultural populations succeed in mainstream education and that procedures used to assess functioning levels and to recommend services reflect that those involved in the decision-making process understand how language and culture influence performance. Prereferral intervention attempts to deal with learning and behavior problems that might otherwise be inaccurately identified as disabilities. The anticipated outcomes of the implementation of prereferral strategies include: a reduction in the number of students perceived to be "at risk" by regular classroom teachers because of teacher's increased abilities to handle naturally occurring diversity of skills and characteristics of students in their classes; reduction of the number of students referred to special education; reduction of the number of students inappropriately labeled as handicapped; and improved student outcomes. Responses to the paper by Ann C. Willig and Sherry R. Migdal are appended. (VWL) |
| Abstractor: | N/A |
| Reference Count: | N/A |
|
| Note: | In: Focus on Evaluation and Measurement. Volumes 1 and 2. Proceedings of the National Research Symposium on Limited English Proficient Student Issues (2nd, Washington, DC, September 4-6, 1991); see FL 020 630. |
| Identifiers: | Prereferral Intervention |
| Record Type: | Non-Journal |
| Level: | 1 - Available on microfiche |
| Institutions: | N/A |
| Sponsors: | N/A |
| ISBN: | N/A |
| ISSN: | N/A |
| Audiences: | N/A |
| Languages: | English |
| Education Level: | Elementary Secondary Education |
|
|
|
|
Help
Help With This Page
