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Abstract:
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This study examined the characteristics of 14 English Language Learners classified as having learning disabilities (LD ) who were also identified as having speech and language impairments (SI ) prior to , at , or after initial identification as LD . Data were collected under the auspices of a longitudinal study , Bilingual Exceptional Students : Effective Practices for Oral Language and Reading Instruction , conducted by multicultural special education faculty at the University of Texas at Austin between 1999 and 2002 . Participants were served in bilingual education and bilingual special education programs in a large , central Texas school District . Archival data from students’ cumulative , bilingual and special education records were analyzed to profile student characteristics at the point of their initial LD and SI eligibility determinations . A clinical judgment panel comprised of bilingual special education experts analyzed student data and made independent eligibility recommendations for each participant . These recommendations were compared to the multidisciplinary teams (MDTs’ ) eligibility decisions . Findings revealed that MDTs
based eligibility primary on the presence of an IQ -achievement discrepancy and did not adequately consider factors , other than the presence of LD that could explain student difficulties . When data other than the IQ -achievement discrepancy were considered , the
clinical judgment panel classified 4 participants as LD and 9 as having disabilities other than LD ; the panel felt that data for one student were insufficient to make an eligibility recommendation . Findings related to identification of SI for this population were limited because students were assessed using a Spanish translation of an English speech and language assessment developed by the district . Test results corroborated parents’ and teachers’ concerns that these students had significant communication problems . Implications for improving practices related to early intervention , referral , assessment , and eligibility determinations for ELLs are presented and suggestions for future research are delineated . |