Special Education for AdolescentLatino Students with Limited Formal Schooling:

Issues, Stories, and Perceptions of Students and Their Teachers

Diane Staehr FennerFebruary 16, 2006

Introduction

Metro Public Schools DemographicsDual Language AssessmentTopic of this study

Purposes of This Study

Personal purposesPractical purposesIntellectual purposes

Research Questions

1. What was the nature of adolescent Latino students with Limited Formal Schooling’s school and family experiences before entering special education?

2. What issues did teachers and students express as relative to students with LFS’ placement in special education?

3. What influenced how students with LFS were being provided English literacy instruction in their special education classrooms?

Review of the Literature

Identification and Placement of ELLs in Special Education History of ELLs in Special Education Representation of ELLs in Special

Education Definition and Purpose of Early Intervention

or Pre-Referral Process Testing Considerations for ELLs Special Education Services for ELLs

Review of the Literature (2)

ELLs’ Academic Progress ELLs’ Patterns of Literacy Typical Literacy Instruction for ELLs Students with Limited Formal Schooling Teacher Preparation

Gaps from the Literature and Researcher’s

Experiential Knowledge of the Topic

What happens to students with LFS once they have been placed in special education

Absence of students with LFS’ own voices on perceptions of placement in special education

Special education teachers’ perceptions of working with adolescent students with LFS

How English literacy is taught to students with LFS in special education classrooms

What influences how English literacy is taught

Research Design: Overview

Multiple case design3 schools: each was one case5 students 4 teachers

3 special education1 ESOL – special education itinerant

Within-case analysisCross-case analysis

Data Collection: Sources of Data

5 student interviews4 special education teacher interviews1 90 minute classroom observation per

student IEPsESOL assessment foldersEntry assessment informationDual language assessment reports

Selection of Student & Teacher Participants

StudentsCriteria:

High School LatinoLimited Formal Schooling “Literacy” ESOL level In special education

TeachersSpecial education/language arts teachers of

selected students

Students, Teachers and Schools

Case Student(s) Teacher(s) Location

1: Lincoln HS Oscar Julieta

Ashley Bridget

Suburban setting

2: Central HS Luz Keisha Urban setting in a “rough” neighborhood

3: Washington HS

Francisco Lorena

Tina Urban setting in a wealthier neighborhood

Students Chosen for StudyName Age Years of

schooling in country

When came to USA,

Original grade, Year enrolled in US school

When found eligible for special education

Oscar 17 7 but “probably missed 2”

8/2001 Grade 9, 2001 2003

Julieta 20 IEP: 3 yrs. 1999 Gr. 9, 1999 2001

Luz 17 2 9/15/98 Gr. 5, 1998 2001

Lorena 20 1 2/17/97 Gr. 7, 1997 1997

Francisco 19 8 (with gaps) 10/2000 Gr. 9, 2001 2003

Data Analysis

HowTranscriptionsData displaysCodesMemosNVivo software

Presentation of Findings

• Each student’s story- What happened prior to placement in special

education

- What happened after placement in special education

• Within-case analysis (including narrative analysis)

• Cross-case analysis

Case 1

Teachers: Ashley, BridgetStudents: Oscar, Julieta

Oscar’s StoryJulieta’s Story

Within-Case Analysis: Case 1(Lincoln HS)

Teachers: Ashley, BridgetStudents: Oscar, JulietaChallenges in Teaching Students with

LFS Beneficial Aspects of Special Education

for LFS English Literacy Instruction

Case 2

Teacher: KeishaStudent: Luz

Luz’s Story

Within – Case Analysis: Case 2 (Central HS)

Teacher: KeishaStudent: LuzKeisha as Mother Figure Cultural UnderstandingSpecial Education as “Dumping Ground”

Case 3

Teacher: TinaStudents: Lorena, Francisco

Lorena’s StoryFrancisco’s Story

Within-Case Analysis: Case 3 (Poole Center)

Teacher: TinaStudents: Lorena, Francisco“Use It or Lose It” Families Navigating the System “Your Kids” vs. “My Kids”

Cross Case Analysis: RQ1

Conflicting Stories About Students’ Prior Experiences

School-Based Issues Personal Issues

Cross-Case Analysis: RQ2

Assessments to Determine Special Education Eligibility

Teachers’ Beliefs About Placement of Students in Special Education

Providing Ongoing ESOL Assessment Knowing Where to Begin Teaching Students Classroom Behavior Teachers’ Perception of Students’ Response to

Instruction Teachers’ Expectations for Students ESOL Support Students’ Perceptions of Being in Special Education

Cross-Case Analysis: RQ3

Collaboration between ESOL and Special Education

Classroom Instruction of English Literacy

Discussion

Summary of the nature of Adolescent Latino students with limited formal schooling’s school and family experiences before entering special education

Summary of issues teachers and students expressed as relative to students with LFS’ placement in special education

Summary of what influenced how students with LFS were being provided English literacy instruction in their special education classrooms

Implications: Practice

Previous History Obtaining Information on Students Home-School Connection High Expectations Content of Instruction English Literacy Instruction Opportunities for Using English

Implications: Research

How Students are Taught L1 Literacy Alternate ProgramsDifference vs. Disability Effective Teaching Methods Efficacy of L1 Support

Implications: Policy

CounselingAssessment for disabilitiesOngoing assessmentTeacher trainingL1 supportCollaboration

Limitations

Students’ ESOL levelSmall sample size/generalizabilityData gathered primarily through

interviews & a few observations

Final Thoughts

Positive aspects of special education for students with LFS

Areas that could be improved

For More Information

Diane.StaehrFenner@fcps.edu

Office: (703) 846-8671