English-language learners with disabilities are capable of learning and are entitled to high-quality educational experiences. Their academic and social needs should be considered from multiple perspectives. To be effective, bilingual special education programs must implement best practices. This article highlights findings from research devoted to examining the influence of language on teaching and learning.
Arreaga-Mayer, C., Utley, C.A., Perdomo-Rivera, C., & Greenwood, C.R. (2003). Ecobehavioral assessment of instructional context in bilingual special education programs for English language learners at risk for developmental disabilities. Focus on Autism and Other Developmental Disabilities, 18(1), 28-40.
2.
Artiles, A.J., & Kozleski, E.B. (2007). Beyond convictions: Interrogating culture, history, and power in inclusive education. Language Arts, 84, 357-364.
3.
Banks, J. ( 2006). Cultural diversity and education: Foundation, curriculum and teaching (5th ed). Boston, MA: Pearson.
4.
Carrasquillo, A.L., & Rodriguez, V. ( 2002). Language minority students in the mainstream classroom (2nd ed.). Clevedon, UK: Multilingual Matters.
5.
Cartledge, G., & Kourea, L. ( 2008). Culturally responsive classrooms for culturally diverse student with and at risk for disabilities. Exceptional Children , 74, 351-371.
6.
Collier, V. ( 1992). A synthesis of studies examining long-term language minority students’ data on academic achievement. Bilingual Research Journal, 16, 187-212.
7.
Connor, M.H., & Boskin, J. ( 2001). Overrepresentation of bilingual and poor children in special education classes: A continuing problem. Journal of Children & Poverty, 7(1), 23-32.
8.
Cummins, J. ( 1984). Bilingualism and special education: Issues in assessment and pedagogy. San Diego, CA: College-Hill Press.
9.
Cummins, J. ( 1989). A theoretical framework for bilingual special education . Exceptional Children, 56(2), 111-119.
10.
Davis-McCray, A., & Garcia, S.B. ( 2002). The stories we must tell: Developing a research agenda for multicultural and bilingual special education. Qualitative Studies in Education, 15, 599-612.
11.
Dunn, L.M. ( 1968). Special education for the mildly retarded: Is much of it justifiable? Exceptional Children, 23, 5-21.
12.
Figueroa, R. A., & Newsome, P. N. (2006 ). The diagnosis of LD in English learners? Is it nondiscriminatory ? Journal of Learning Disabilities, 39, 206-215.
13.
Freeman, D., & Freeman, Y.S. ( 1999). The California reading initiative: A formula for failure for bilingual students? Language Arts, 76, 241-249.
14.
Gay, G. ( 2000). Culturally responsive teaching: Theory, research and practice. New York: Teachers College Press.
15.
Gay, G., & Kirkland, K. ( 2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory Into Practice, 42, 181-187.
Klingner, J.K., Artiles, A.J., Kozleski, E., Harry, B., Zion, S., Tate, W., et al. (2005). Addressing the disproportionate representation of culturally and linguistically diverse students in special education through culturally responsive educational systems. Education Policy Analysis Archives, 13(38), 1-40.
18.
Krashen, S.D. ( 1988). Second language acquisition and second language learning . Englewood, NJ: Prentice-Hall International .
19.
Krashen, S.D. ( 1991). Bilingual education and second language acquisition theory . In C. F. Leyba (Ed.), Schooling and language minority students: A theoretical framework (pp. 51-79). Los Angeles: Evaluation, Dissemination, and Assessment Center, SCULA.
20.
Krashen, S.D. ( 1999). Three arguments against whole language and why they are wrong. Portsmouth, NH: Heinemann .
21.
Ladson-Billings, G. ( 1995). Toward a theory of culturally relevant pedagogy. American Educational Researcher Journal, 32, 465-491.
22.
Larson, C.L., & Ovando, C.J. ( 2001). The color of bureaucracy: The politics of equity in multicultural school communities. Belmont, CA: Wadsworth.
23.
MacSwan, J., & Rolstad, K. ( 2006). How language proficiency tests mislead us about ability: Implications for English language learner placement in special education. Teachers College Record, 10, 2304-2328.
24.
McCardle, P., Mele-McCarthy, J., & Leos, K. ( 2005). English language learners and learning disabilities: Research agenda and implications for practice. Learning Disabilities Research and Practice, 20(1), 68-78.
25.
McCardle, P., Mele-McCarthy, J., Cutting, L., Leos, K., & D’Emilio, T. (2005). Learning disabilities in English language learners: Identifying the issues. Learning Disabilities Research & Practice, 20(1), 1-5.
26.
Paneque, O.M., & Barbetta, P.M. (2006). A study of teacher efficacy of special education teachers of English language learners with disabilities . Bilingual Research Journal, 30, 171-193.
27.
Rodriguez, D., Parmar, R., & Signer, B. ( 2001). Fourth grade culturally and linguistically diverse exceptional students’ concepts of number line. Exceptional Children , 67, 199-210.
28.
Rodriguez, D. ( 2008). Latina teachers’ experience in special education programs. Essential Teacher, 5(2), 28-30.
29.
Rodriguez, D. ( 2009). Multiple voices: Applying the standards across disciplines: Diversity perspectives. In R. McBee, S. O’Dell, & B. Houston (Eds.), Standards for teacher educators: Establishing a vision for the profession. Lanham, MD: Rowman and Littlefield.
30.
Thomas, W.P., & Collier, V.P. ( 1997). Two languages are better than one. Educational Leadership, 55, 23-26.
31.
Townsend, B., Thomas, D., Witty, J., & Lee, R. ( 1996). Diversity and school restructuring: Creating partnerships in a world of difference. Teacher Education and Special Education , 18, 102-118.
32.
Villegas, A., & Lucas, T. ( 2002). Educating Culturally Responsive Teachers: A coherent Approach. Albany, NY: State University of New York.
33.
Vygotsky, L.S. ( 1962). Thought and language. Cambridge, MA : MIT Press.
34.
Wagner, R.K., Francis, D.J., & Morris, R.D. ( 2005). Identifying English language learners with learning disabilities: Key challenges and possible approaches. Learning Disabilities Research & Practice, 20(1), 6-15.
35.
Wilkinson, C.Y., Ortiz, A.A., Roberston, P.M., & Kushner, M.I. ( 2006). English language learners with reading-related LD: Liking data from multiple sources to make eligibility determinations. Journal of Learning Disabilities, 39(2), 129-141.
36.
U.S. Congress. (2004). The Individuals with Disabilities Education Improvement Act of 2004. Washington, DC: U.S. Government Printing Office.
