An Ethnographic Study of English Language Learners Who Received Services under IDEA 2004 While Attending American Public Schools

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Autor/in	Kaney, Linda Gloria
Titel	An Ethnographic Study of English Language Learners Who Received Services under IDEA 2004 While Attending American Public Schools
Quelle	(2019), (130 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-4863-1
Schlagwörter	Hochschulschrift; Dissertation; English Language Learners; Special Education; Special Needs Students; Learning Disabilities; Students with Disabilities; Immigrants; Student Attitudes; Parent Attitudes; Family Attitudes; Expectation; Student Personnel Services; Homeless People; Poverty; Crime; Student Needs; Economic Factors + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Immigrant; Immigrantin; Immigranten; Schülerverhalten; Elternverhalten; Expectancy; Erwartung; Homeless person; Homeless persons; Obdachloser; Armut; Crimes; Delict; Delicts; Delikt; Ökonomischer Faktor
Abstract	English language learners of Hispanic decent have endured challenges that have been a direct result of their language barriers and learning disabilities. In this study, the majority of the impacted individuals were immigrants who migrated to the United States after having had some early education exposure in Mexico. The purpose of this qualitative study was to identify factors that significantly impacted the study population. In the field of special education, many factors contribute to the poor transition services that lead to students being unprepared to life post high school graduation. The research topic required the consideration of the nature and sensitivity of the topic as related to English language learner special education students who resided in border communities. Issues such as economic and immigration status, as well as residency, were also explored. Using the case-study approach, the focus was on reviewing why states fail to meet the needs of this unique population. Participants included eight immigrant Hispanic graduates who also received special education services. Research questions focused on the perceptions of families in regard to ensuring that their children received the required services while attending American public schools, and the perceived challenges involving the transition process. Results revealed that students and their family had high expectations upon entering American schools, however findings identified that the participants struggled throughout their education and continued to struggle upon graduation. The principal factor that led to the study results was the lack of educational services received by the study participants. The study identified that teachers failed to provide the participants with the adequate instruction to prepare them for the challenges that non-English speaking individuals encounter in America. The implications are that this leads to homeless, poverty, and sometimes turning to crime to survive. The study data demonstrates the need for school districts to review whether all teachers have the required training to serve the needs of all their students and hold all teachers and schools accountable for ensuring that every student receive the mandated services required by law, regardless of their immigration status. Future research should include a larger population of participants to evaluate if the phenomena impact a larger scale of students than identified by the current study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01