English language learners with severe disabilities: A statewide survey of special education teachers and speech-language pathologists in Utah

The purpose of this study was to examine the nature and scope of English language service delivery for English Language Learners (ELLs) with severe disabilities in Utah schools. The following questions guided this study: (a) Who is providing English language services to ELL students with severe disabilities and what are their qualifications for providing such services? (b) What is the nature and scope of the English language services provided to students with severe disabilities in Utah schools as reported by special education teachers and speech-language pathologists? and (c) What are the barriers to providing English language services to ELL students with severe disabilities as perceived by special education teachers and speech-language pathologists?; The study surveyed 228 special education teachers licensed in severe disabilities and 508 speech-language pathologists currently working in Utah public schools from a list provided by the Utah State Office of Education. The results of the study indicate that Utah special education teachers licensed in severe disabilities and speech-language pathologists report the need for a more extensive professional development program in bilingual education in order to meet the instructional needs of ELL students with severe disabilities. The results highlight the disparity in ethnicity and language between professionals and their ELL students with severe disabilities. In addition, few professionals working with ELL students with severe disabilities reported using evidence-based practices. Special education teachers and speech-language pathologists also reported they had more concerns regarding effective communicating with the parents of ELL students with severe disabilities than with the actual provision of services. The implications of these findings for practice and recommendations for future research are discussed.