Master of Arts in Education (MA)
Enrique Dominguez, Pamela A. Redmond, Lisa Palacios
This research examines current teaching practices, current interventions amongst Hispanic children, and the referral of Latino children to the Special Education Study Team, and the under-representation in the primary years of children due to not knowing if the student has learning disabilities or if he/she is still learning the English language. Due to lack of emphasis in college teacher credentialing programs, many teachers working with Latino English Language Learners are not sure how to teach these children. As a result, English Language Learners (ELLs) may be referred to Special Education before they have adequately had a chance to become fluent. The problem appears even more difficult when students enter middle school, and students become long-term ELLs who never test out to Level 4 on CELDT tests. A better academic plan must be put in place, so this segment of students can succeed; otherwise, many often drop out of school.
Whyte, Eva C., "How to Use Culturally Responsive Instruction When Instructing Latino English Language Learners Who May Have Mild to Moderate Learning Disabilities" (2017). Student Publications & Research of the TUC GSOE. 40.
Whyte, E. C. (2017). How to Use Culturally Responsive Instruction When Instructing Latino English Language Learners Who May Have Mild to Moderate Learning Disabilities. Retrieved from https://touroscholar.touro.edu/tucgsoe/40