| Disproportionate representation of English-learners (ELs) in special education has been a longstanding challenge and concern. Researchers and practitioners express concern with the appropriateness of the referral, identification, and placement process of ELs. This study examined pre-referral interventions and assessment practices with ELs and representation in special education in an urban school district in Southern California selected because of its large EL population. Variables of interest included observations of Student Success Team (SST) meetings, school psychologist interviews, and file review of special education files. Observations examined characteristics of students referred to SSTs, members present at meetings, the consideration of pertinent cultural, linguistic, and educational information, and actions/strategies recommended by the team. Interviews examined school psychologist educational training and knowledge in working with culturally and linguistically diverse students and assessment practices. File analysis and review of special education files were conducted to examine language and assessment characteristics of EL students currently in special education.; Observations results suggest the district did not have clearly defined guidelines for SSTs, information regarding student ELD instructional program, student primary language, and English language proficiency was only discussed in 27% of observations. Data also indicated discussion of duration, implementation, and progress monitoring of recommended interventions was not observed. Interview data revealed the most frequently cited concern by school psychologists was lack of adequate training received by their university program in conducting nondiscriminatory EL assessments. All reported conducting their own language proficiency assessments, assessing EL students in both languages including intelligence, achievement, and processing assessments. However, file review of psycho-educational assessment reports indicated only 52% of reports included assessment of student language proficiency in both languages, 25% of reports included the determination of language dominance and assessment, 17 of the 40 assessment reports indicated that ELs with a Beginning CELDT level were assessed in English.; The problematic pre-referral and assessment practices with ELs encountered in the present study further substantiate the common multifaceted and challenging tasks faced by educators in the field. The position stands that there is much more we need to know in order to work effectively with the increasing number of ELs in schools. |
