Educator Perceptions of the Experiences of English Learners with Disabilities at the Secondary Level: Interviews from Four Northwest School Districts
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Date
2020-02-27
Authors
Fischer, Cameron
Journal Title
Journal ISSN
Volume Title
Publisher
University of Oregon
Abstract
Currently, 22% of students in the Unites States K-12 public school system speak a language other than English at home. Moreover, 14% of students qualify for special education services. There is growing concern that although English learners (ELs) are the fastest growing student population in the United States, the current education system is not meeting these students’ needs, as they also tend to be the lowest performing. Among ELs, 14.7% have also been identified with disabilities.
English learner students with disabilities (ELSWDs) face significant challenges with regard to accessing appropriate educational services. Wide variation exists across schools, districts, and states in how ELSWDs are identified and served. There is a need to consider how teachers, schools, and districts provide services for ELSWDs and to assess whether these services appropriately meet ELSWDs’ linguistic and disability related needs.
This qualitative study examined educators’ perceptions of the experience of ELSWDs in four Northwest school. While this study identified positive aspects of educators’ perceptions related to serving ELSWDs, the study’s findings also shed light on a sense of isolation, confusion, and powerlessness educators’ feel in their efforts to serve ELSWDs.
Description
Keywords
Disability, dual classification, ELD, English learners, English learners with disabilities, Special Education