Identifying Disabilities in Children with Limited English Proficiency

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Keywords:
special education, limited English proficiency, disability identification

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Alison Beier

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.

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How to Cite
Beier, A. (2015). Identifying Disabilities in Children with Limited English Proficiency. The Undergraduate Journal of Law & Disorder, 1, 38–42. Retrieved from https://scholarworks.iu.edu/journals/index.php/lad/article/view/20456
Issue
Vol. 1 (2006)
Section
Articles

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