Referral Processes for English Learners to Special Education: A Survey of General Education Teachers

• In Event: Identifying and Supporting Multilingual Learners Across Systems and Classrooms

Abstract

Objectives
This study investigates general education teachers’ experiences, knowledge, and confidence regarding the referral of English Learners (ELs) for special education (SPED) services. With increasing linguistic diversity in U.S. schools and the number of multilingual students continuing to grow across the nation, including in new destination states, this study explores the challenges teachers face distinguishing typical language development from learning disabilities. Accurately making this distinction is vital for special education referral decisions, yet many educators feel unprepared to support ELs effectively.
Theoretical Framework
Grounded in sociocultural and ecological frameworks, the study highlights how teacher decision-making is shaped by individual knowledge, professional efficacy, and broader systemic and social contexts (Vygotsky, 1978; Bronfenbrenner, 2005; Tschannen-Moran & Hoy, 2001). Teacher confidence in navigating EL referrals depends not only on their training but also on the availability of resources and collaborative support within schools.
Method and Data Sources
The study employed a cross-sectional online survey designed through literature review and pilot testing with experienced teachers. The 67-item instrument gathered demographic data, teacher knowledge and misconceptions about EL referrals, confidence in making referrals, and experiences with training and resources related to EL SPED identification. Data were collected from 90 U.S. K–6 general education teachers via social media recruitment over 60 days. The sample was largely female (84.4%), predominantly White (66.7%), and representative of public school settings in the South and West- regions with high EL populations.
Results
Quantitative analyses using R software calculated frequencies and percentages to identify patterns in knowledge, confidence, and training experiences. Results showed that while most teachers understood foundational referral concepts, such as dual identification of ELs with disabilities (95.6%) and considering home language in disability determinations (93.3%), misconceptions persisted. Notably, 46.7% believed academic struggles were due solely to underdeveloped academic English, and 34.4% thought learning two languages simultaneously hindered development. Teachers reported moderate to high confidence in referral decisions, with 61.1% confident applying their knowledge and 55.6% able to distinguish language acquisition from disabilities. Most had access to specialists and collaborative colleagues (91.1%), yet only 43.3% found referral procedures clear. Professional development (PD) was limited: fewer than one-third felt PD adequately prepared them for culturally and linguistically responsive referrals. Among teachers with referral experience (62.2%), collaboration and culturally responsive strategies were strengths, but 86% desired more targeted training to differentiate language acquisition from disabilities. Teachers without referral experience reported systemic barriers and uncertainty, with 32% lacking training and 18% unfamiliar with the referral process.
Significance
The study’s significance lies in identifying gaps in teacher preparation and systemic support that impact equitable referrals of ELs to special education. The findings highlight the need for targeted professional development, clearer referral procedures, and stronger collaboration to enhance teacher effectiveness and minimize misidentification. This research informs policy and practice by emphasizing the importance of improved training and infrastructure to better meet the needs of ELs with disabilities.

Authors

• Phoebe J Ahn, Vanderbilt University

• Jeannette Mancilla-Martinez, Vanderbilt University

• Jason C. Chow, Vanderbilt University