Show simple item record Beier, Alison 2006-07-27T19:41:31Z 2006-07-27T19:41:31Z 2006-01
dc.identifier.citation Beier, A. (2006). Identifying disabilites in children with limited English proficiency. Law and Disorder, 1, 38-42. en
dc.description Thank you to Jeanne Sept, Dean of Faculties,and Dean Geraldo Gonzalez and Sarah Baumgart at the School of Education, Indiana University. en
dc.description.abstract Research shows there is a disproportional number of limited English proficient (LEP) students in special education. This misrepresentation is due to the inability of general educators to confidently identify students with LEP. Special education legislation has attempted to clarify the identification procedures for special education placement with limited success. The consensus in the field is that the process of making a decision about special education is more complex when the student at hand is limited in English proficiency. This article discusses the issues surrounding the process and provides guidelines for teachers as they make the difficult decision of referral for special education evaluation. en
dc.description.sponsorship Dean of Faculties and School of Education, Indiana University en
dc.format.extent 377894 bytes
dc.format.mimetype application/pdf
dc.language.iso en
dc.publisher Theresa A. Ochoa, School of Education, Indiana University en
dc.rights This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 2.5 License. To view a copy of this license, visit or send a letter to Creative Commons, 543 Howard Street, 5th Floor, San Francisco, California, 94105, USA. en
dc.subject special education en
dc.subject identifying disabilities en
dc.title Identifying Disabilities in Children with Limited English Proficiency en
dc.type Article en

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