The Dearth of Published Intervention Studies About English Learners with Learning Disabilities or Emotional and Behavioral Disorders in Special Education

IF 0.5 Q4 EDUCATION, SPECIAL

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2020-01-27 DOI:10.18666/ldmj-2020-v25-i1-10203

Carlos E. Lavín, L. Mason, Robert F. LeSueur, P. Haspel

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引用次数: 4

Abstract

In 1987, James Ysseldyke made an open call in Exceptional Children , asking for manuscript submissions that addressed issues and concerns of culturally diverse learners. Over 30 years have passed since that call, and research with this population remains limited. Approximately 9% of the K-12 special education population nationwide is composed of English learners with disabilities (ELWD; McFarland et al., 2018). Disconcertingly, the results of the 2017 NAEP reading assessments indicate that ELWD scored below any other student category. In order to better serve ELWD, it is imperative that the field of special education evaluate prior published research with a focus upon what has been found to work for the ELWD population. This systematic literature review analyzed published research (2002-2018) from prominent special education journals, specifically for ELWD with learning disabilities or emotional and behavioral disorders. Results describe the 12 studies that met review criteria. Implications for improving interventions for ELWD are presented. Subscribe to LDMJ

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关于特殊教育中英语学习障碍或情绪和行为障碍的干预研究的发表

1987年，James Ysseldyke在《特殊儿童》(Exceptional Children)杂志上发表了一项公开征集活动，要求提交涉及文化多样性学习者的问题和关注点的稿件。自那次呼吁以来，30多年过去了，对这一群体的研究仍然有限。全国大约9%的K-12特殊教育人口是由残疾英语学习者(ELWD;McFarland等人，2018)。令人不安的是，2017年NAEP阅读评估的结果表明，ELWD的得分低于任何其他学生类别。为了更好地为残障人士服务，特殊教育领域必须评估先前发表的研究，重点关注已发现的对残障人士有效的研究。本系统文献综述分析了著名特殊教育期刊上发表的研究(2002-2018)，特别是针对有学习障碍或情绪和行为障碍的ELWD。结果描述了符合评审标准的12项研究。提出了改进ELWD干预措施的意义。订阅LDMJ

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来源期刊

Learning Disabilities-A Multidisciplinary Journal EDUCATION, SPECIAL-

自引率

6.20%

发文量