Yıl 2019, Cilt 8 , Sayı 4, Sayfalar 221 - 235 2019-12-30

Assessment Considerations on English Learners and Their Disproportionate Placement in Special Education

Hilal PEKER [1]


This paper is a review on the assessment considerations for English language learners (ELLs). It provides an in depth examination of the disproportionate representation of ELLs in special education programs in the U.S. so that it can represent a model for the current Turkish special education programs that may have more immigrant and refugee students with an increasing Syrian student population at schools. Specifically, this paper focuses on the following key constructs in the representation of second language learners in special education programs: (a) considerations for assessment processes of ELL students and students with learning disabilities (i.e., shared characteristics) (b) assessment processes for identification of ELLs and students with learning disabilities (c) validity and fairness of standardized assessments for eligibility determination (d) referral practices for ELLs and (e) implications for future research. This paper also provides implications for assessment considerations at schools.
English language learners, special education, disproportionate placement, assessment considerations
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Birincil Dil en
Konular Eğitim, Özel
Bölüm Research Article
Yazarlar

Orcid: 0000-0002-2642-3015
Yazar: Hilal PEKER (Sorumlu Yazar)
Kurum: IHSAN DOGRAMACI BILKENT UNIVERSITY
Ülke: Turkey


Tarihler

Başvuru Tarihi : 21 Aralık 2019
Kabul Tarihi : 29 Aralık 2019
Yayımlanma Tarihi : 30 Aralık 2019

APA Peker, H . (2019). Assessment Considerations on English Learners and Their Disproportionate Placement in Special Education . ELT Research Journal , 8 (4) , 221-235 . Retrieved from https://dergipark.org.tr/tr/pub/eltrj/issue/50370/662860