National Trends in Special Education and Academic Outcomes for English Learners with Disabilities

Autor/in	Cooc, North
Titel	National Trends in Special Education and Academic Outcomes for English Learners with Disabilities
Quelle	In: Journal of Special Education, 57 (2023) 2, S.106-117 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/00224669221147272
Schlagwörter	English Language Learners; Special Education; Students with Disabilities; Student Experience; Disproportionate Representation; Geographic Regions; Suspension; Inclusion; High School Graduates; Graduation Rate; Achievement Tests; Scores; Achievement Gap; Educational Legislation; Equal Education; Federal Legislation; Dropout Rate; Elementary Secondary Education; Grade 4; Grade 8; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Studienerfahrung; Ausschluss; Schulausschluss; Inklusion; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsrecht; Schulgesetz; Bundesrecht; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The Individuals with Disabilities Education Act (IDEA) requires annual data collection to monitor the provision of special education services, yet federal reports rarely disaggregate trends for English learners (ELs). In merging all available annual data files required under IDEA from 2006 to 2020, the present study provides the first large-scale examination of trends in the school experiences and outcomes of ELs with disabilities. Results show that while EL overrepresentation in special education is limited, the population has increased by more than 50%, with growth rates substantially higher by disability type (autism spectrum disorder and developmental delay) and geographic region (U.S. Midwest and Northeast). Analyses of school outcomes show consistently lower rates of suspension, general education inclusion, and high school graduation for ELs with disabilities relative to non-ELs with disabilities. Test score trends from the National Assessment for Education Progress reveal stagnation for ELs with disabilities and a consistent gap relative to non-ELs with disabilities. The study has implications for how schools prepare for changing student demographics in special education and improve student outcomes. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01