Abstract
The purpose of this study was to develop an information base on educational service delivery for limited English proficient (LEP), handicapped students in 145 randomly selected school districts in California. Information on the districts was gathered both from existing data banks and a survey questionnaire. The survey instrument was returned by 104 districts for a response rate of 71%. Information was gathered on the following: proportion of LEP students in special education programs; the procedures commonly used in the screening, identification, evaluation, and reevaluation of LEP, handicapped students; educational placement options; and the curricula and instructional practices employed. The study concluded that quantitatively the state was doing well relative to identification and placement into special education of LEP students but that qualitative aspects of service delivery are frequently contrary to those recommended by both theory and research.
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