Back to Search Start Over

Characteristics of Limited English Proficient Hispanic Students Served in Programs for the Speech and Language Handicapped: Implications for Policy, Practice and Research. Part III.

Authors :
Texas Univ., Austin. Dept. of Special Education.
Ortiz, Alba A.
Publication Year :
1986

Abstract

This document is Part III of a research study examining special education service delivery for limited English proficient (LEP) Hispanic students who have been placed in programs for the learning-disabled, speech handicapped, and mentally retarded. The objectives of Part III of this study were: (1) identify the characteristics of Hispanic students referred, assessed, and placed in speech and/or language handicapped programs; (2) examine district policies and practices governing special education services for LEP students; (3) determine implications for improving policies and practices in the referral, assessment, and placement of these students; and (4) suggest future research directions. Speech and or/language handicapped LEP Hispanic students (n=124) in grades 2-5 in three large urban school districts in central Texas provided the sample. Descriptive statistical procedures were used to analyze data on student demography, referral, eligibility, speech and language evaluations, and placement. Results indicated that the procedures used by speech and language pathologists in the identification and diagnosis of communication disorders virtually ignored students' LEP status. Analysis of school district policies showed that little information was provided concerning safeguards to protect LEP students from being inappropriately placed in special education. Preliminary recommendations for delineating policy and improving practice are offered. A 90-item reference list is included. (JDD)

Details

Language :
English
Database :
ERIC
Publication Type :
Report
Accession number :
ED292280
Document Type :
Reports - Research