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Empowering Practitioners: Addressing Special Education Disparities for English Learners

Empowering Practitioners: Addressing Special Education Disparities for English Learners

As educators and practitioners, it is crucial to understand and address disparities in special education (SPED) representation, particularly for students from diverse language backgrounds. The recent research article, "Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee," offers valuable insights into these disparities and provides a foundation for improving our practices.

The study, conducted by Mancilla-Martinez et al. (2023), analyzed data from Tennessee state-level records over a ten-year period (2009-2019). It focused on students in Grades 3 to 8 and examined SPED trends among three language groups: native English speakers (NES), English-proficient bilinguals (EPB), and current English learners (Current EL).

Key Findings

The research revealed that both EPB and Current EL students were generally less likely to receive SPED services compared to their NES peers. This underrepresentation was most pronounced in lower-incidence disabilities such as intellectual disability (ID), other health impairments (OHI), and autism. Even after adjusting for factors like socioeconomic status, reading achievement, and chronic absenteeism, the disparities persisted.

Implications for Practice

To address these disparities, practitioners can implement several strategies:

Encouraging Further Research

While this study provides valuable insights, it also highlights the need for further research. Longitudinal studies are necessary to understand the long-term effects of SPED placement on EL students. Additionally, research on the impact of various interventions and support strategies can inform best practices and policy decisions.

By staying informed and proactive, practitioners can contribute to a more equitable education system where all students, regardless of language background, receive the support they need to succeed.

To read the original research paper, please follow this link: Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee.


Citation: Mancilla-Martinez, J., Oh, M. H., Luk, G., & Rollins, A. (2023). Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee. Journal of Learning Disabilities. https://doi.org/10.1177/00222194231178285
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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