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Journal of Learning Disabilities
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Article

Language-Minority Learners in Special Education: Rates and Predictors of Identification for Services

Jennifer F. Samson and Nonie K. Lesaux*

* To whom correspondence should be addressed. E-mail: lesauxno{at}gse.harvard.edu.


  Abstract
Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort, this study was designed to investigate proportional representation, identification rates, and predictors of language-minority (LM) learners in special education using a nationally representative sample of kindergarten, first graders, and third graders. The findings indicate that although LM learners were underrepresented in special education in kindergarten and first grade, they were overrepresented in third grade across all disability categories. LM status, teacher ratings of language and literacy skills, and reading proficiency level were significant predictors of placement in special education. Kindergarten teacher ratings of language and literacy skills were highly predictive of subsequent placement in special education. The implications for developing a model of early identification, the response-to-intervention model in particular, for LM learners at risk for academic difficulties are discussed.

First published on November 14, 2008, doi:10.1177/0022219408326221

Journal of Learning Disabilities 2009;42:148.

A more recent version of this article appeared on March 1, 2009

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