An exploratory study of linguistic, cognitive, social, and affective factors of young Hispanic language minority children eligible for preschool special education services

The current Hispanic population in the United States is expected to continue to grow. The research has documented the overrepresentation of Hispanic language minority children in special education programs. The paucity of research regarding preschool-age Hispanic children served as the basis for this study. This study explored possible factors that determined one or more developmental delays in a group of young Hispanic language minority children. Factors explored were related to language, cognition, and socio-emotional development.;The sample population attended a special education integrated program, in a public school district in a large urban area. The background of this population encompassed environmental issues related to poverty, health, substance abuse, and familial issues.;These children were referred for evaluation primarily for speech and language problems. The data were gathered from reports in their clinical files, using a data recording form developed by the investigator. These data reflect both sequential and simultaneous language learners.;The factors discussed in this study include issues related to second language acquisition, the use of standardized measures, the recording of relevant information in clinical reports, the distinctions between sequential and simultaneous language learners in the determination of a disability, behaviors common to the participants in the study, and the instructional services provided for these children.;The results conclude, that although bilingual evaluators primarily did the evaluations, issues related to second language development and language differences were not written into the clinical reports they prepared. No distinctions in the determination of expressive and/or receptive language delays were noted between sequential language learners and simultaneous language learners. The sample population also had significant health problems, such as asthma and otitis media that could impact on learning.;Educators who service young language minority children should become familiar with factors that can have an effect on the determination of a developmental disability (cognitive, linguistic or socio-emotional), and make efforts to uncover other possible contributions to the problem, as well as develop educational services that can best serve the needs of all children. Further research is needed to distinguish whether second language acquisition issues may be a factor in determining a developmental disability in a young Hispanic child.