Factors influencing middle school teachers when referring English language learners to special education.

摘要

The sample for this study was made up of the persons who recommended English language learners (ELLs) to the special education program. The study reviewed how decisions were made in regards to ELLs being referred to special education programs. This research study also assessed the magnitude of disproportionate representation of ELLs in the middle schools in special education. The findings of this research could help administrators and teachers understand factors that may result in the decision of middle school teachers as well as the members of the Child Study Team (administrators and guidance counselors) to refer ELLs to special education programs. The number of special education referrals of ELLs should be reduced when specific factors relating to the implementation of specific procedures, interventions strategies, identification and development of procedures are understood. From the findings of this study, it is recommended that academic institutions, especially those who have linguistically and culturally diverse student populations should review their curriculum to capture the importance of correctly assessing the academic problems of students.