Disability, Language, or What Else? Precursors to Disability Identification in Dual Language Learners

• In Event: Sheraton Roundtable Session 32
  In Roundtable Session: Teaching Across Difference: Ability, Language, and Race

Abstract

Nearly 45 years after special education law was passed, the identification and representation of minorities in special education programs continues to be debated. Since schools have been identified as labeling entities and the misidentification and disproportionate number of minority students in special education programs has perplexed the field for decades, the field of special education would greatly benefit from a closer examination of such phenomenon. Since school personnel are important gatekeepers about referral decisions, we examined the discourse and interactions of a veteran teacher and a dual language learner who had been referred for special education services, awaiting special education testing. The data findings provided insights into how teacher conceptions about student and referral processes are informed by classroom interactions.

Authors

• Sarah Alvarado Diaz, Arizona State University - Tempe

• Alfredo J. Artiles, Arizona State University