Diana Baker, C. Leider, Hyejung Kim, Claudia Rinaldi, Patricia Garcia
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引用次数: 0
Abstract
Dually identified (DI) students, or classified English Learners (ELs) with documented disabilities, are legally entitled to services that address both their disability- and language-related learning needs. We contend that unless state education agencies (SEAs) furnish local education agencies (LEAs) with high-quality guidance pertaining to this population of students, many schools and districts will remain unable to fulfill their legal mandate. Our analysis catalogs and classifies all content related to DI students on the SEA websites across all populated U.S. jurisdictions (i.e., 50 states, territories, & Washington DC), revealing that while most individual SEAs provide only minimal resources, the collective body of knowledge is robust. Drawing on aggregated information, we outline practical suggestions for SEAs to curate hearty, accessible, and up-to-date compendia of resources to support their LEAs and the DI students they serve.
期刊介绍:
The Journal of Disability Policy Studies addresses compelling, variable issues in ethics, policy, and law related to individuals with disabilities. A major focus is quantitative and qualitative policy research. Articles have implications in fields such as education, law, sociology, public health, family studies, medicine, social work, and public administration. Occasional special series discuss current problems or areas needing more in-depth research, for example, disability and aging, policy concerning families of children with disabilities, oppression and disability, school violence policies and interventions, and systems change in supporting individuals with disabilities.