National Trends in Special Education and Academic Outcomes for English Learners With Disabilities

IF 1.4 4区教育学 Q3 EDUCATION, SPECIAL

Journal of Special Education Pub Date : 2023-01-13 DOI:10.1177/00224669221147272

North Cooc

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引用次数: 0

Abstract

The Individuals with Disabilities Education Act (IDEA) requires annual data collection to monitor the provision of special education services, yet federal reports rarely disaggregate trends for English learners (ELs). In merging all available annual data files required under IDEA from 2006 to 2020, the present study provides the first large-scale examination of trends in the school experiences and outcomes of ELs with disabilities. Results show that while EL overrepresentation in special education is limited, the population has increased by more than 50%, with growth rates substantially higher by disability type (autism spectrum disorder and developmental delay) and geographic region (U.S. Midwest and Northeast). Analyses of school outcomes show consistently lower rates of suspension, general education inclusion, and high school graduation for ELs with disabilities relative to non-ELs with disabilities. Test score trends from the National Assessment for Education Progress reveal stagnation for ELs with disabilities and a consistent gap relative to non-ELs with disabilities. The study has implications for how schools prepare for changing student demographics in special education and improve student outcomes.

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残疾英语学习者特殊教育和学业成绩的全国趋势

《残疾人教育法》(IDEA)要求每年收集数据以监测特殊教育服务的提供，然而联邦报告很少分解英语学习者(el)的趋势。本研究合并了2006年至2020年期间IDEA所需的所有可用年度数据文件，首次对残疾学生的学校经历和结果趋势进行了大规模调查。结果表明，虽然特殊教育中EL的比例有限，但其人口增长了50%以上，其残疾类型(自闭症谱系障碍和发育迟缓)和地理区域(美国中西部和东北部)的增长率明显更高。对学习结果的分析显示，与非残疾学生相比，残疾学生的停学率、普通教育包容性和高中毕业率始终较低。国家教育进步评估的考试成绩趋势显示，残疾英语学习成绩停滞不前，与非残疾英语学习成绩的差距持续存在。这项研究对学校如何为特殊教育中不断变化的学生人口结构做好准备并提高学生成绩具有启示意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Special Education EDUCATION, SPECIAL-

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.