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Direct linkJane Y. Jeong; Natasha Strassfeld – Journal of Cases in Educational Leadership, 2024
This case study explores the role of adult siblings in bridging and brokering cultural and linguistic gaps in special education on behalf of their sibling with a disability. Focusing on the Le family, the study explores how Eunice Le, an adult sibling, is navigating communication between their Vietnamese-speaking family and the school, and…
Descriptors: Adults, Sibling Relationship, Linguistics, Cultural Background
Potier, Katie R.; Givens, Heidi – American Annals of the Deaf, 2023
In U.S. deaf education, disablement results from a normative interpretation of disability in the Individuals With Disabilities Education Act. However, Vygotsky's "Fundamentals of Defectology" (1993) allows educators to view current deaf education pedagogical practices through a sociocultural-constructivist lens and reject the current…
Descriptors: Deafness, Hearing Impairments, Students with Disabilities, Teacher Attitudes
Cheatham, Gregory A.; Lim-Mullins, Sumin – Intervention in School and Clinic, 2018
Parent-professional partnerships are essential for meaningful and effective inclusion of students with disabilities. Research indicates that partnerships with immigrant, bilingual parents can be challenging due in part to unrecognized parent skills and educators' own everyday uses of English that can marginalize parents during individualized…
Descriptors: Immigrants, Bilingualism, Parents, Disabilities
Arias, Graciela; Friberg, Jennifer – Language, Speech, and Hearing Services in Schools, 2017
Purpose: The purpose of this study was to identify current practices of school-based speech-language pathologists (SLPs) in the United States for bilingual language assessment and compare them to American Speech-Language-Hearing Association (ASHA) best practice guidelines and mandates of the Individuals with Disabilities Education Act (IDEA,…
Descriptors: Bilingualism, Best Practices, Guidelines, Comparative Analysis
Download full textKim, Hyun Uk – International Journal of Whole Schooling, 2017
This paper explores societal perceptions of a child's disability and bilingualism through the author's observations and reflections. Drawing from the observations of the child in different public schools in the United States, the author shares how the child has been viewed differently and similarly by school personnel. By reflecting on different…
Descriptors: Daughters, Children, Bilingualism, Public Schools
Hart, Juliet E.; Cheatham, Gregory; Jimenez-Silva, Margarita – Preventing School Failure, 2012
As the nation as a whole becomes progressively more diverse, increasing numbers of children from linguistically diverse backgrounds are served in special education programs. Ensuring that appropriate educational services are developed for these students in collaboration with their family members as equal participants on school-based teams…
Descriptors: Disabilities, Individualized Education Programs, Special Needs Students, Bilingualism
Olvera, Pedro; Gomez-Cerrillo, Lino – Contemporary School Psychology, 2011
The Individual with Disabilities Education Act mandates nondiscriminatory assessment for children who are culturally and linguistically diverse. Because of the overrepresentation of English Language Learners (ELL) in special education programs in the United States, the focus of this article is the psychoeducational assessment of Spanish- and…
Descriptors: School Psychologists, Learning Disabilities, Second Language Learning, Bilingualism
Cort, Rebecca H.; Stevens, Jean C. – New York State Education Department, 2011
The purpose of this memorandum is to clarify State policy regarding English as a Second Language (ESL) services for LEP/ELL students who are also identified as having disabilities. Part 154 of the Regulations of the Commissioner of Education establishes the State's requirements for services for students with limited English proficiency. The…
Descriptors: Bilingualism, Language Proficiency, English (Second Language), Second Language Learning
Figueroa, Richard A.; Newsome, Patricia – Journal of Learning Disabilities, 2006
This study examined the operationalization of one of the key reforms initiated by the Education for All Handicapped Children Act of 1975 (U.S. Congress, 1975) and continued through the 2004 reauthorization of the Individuals with Disabilities Education Act (U.S. Congress, 2004)--namely, nondiscriminatory assessment. The original and current…
Descriptors: Program Effectiveness, English (Second Language), Second Language Learning, School Psychologists
