Addressing the learning disability needs of limited-English proficient students: Beyond language and race issues. Learning Disability Quarterly

Abstract. Students with exceptional learning needs should not be denied access to special education programs because of their language or race. However, such factors should not be ignored either. This paper examines the issue of dispropor-tionate representation of limited-English proficient Hispanic students in classes for the learning disabled. On-site reviews of school districts suggest inadequate assessment, evaluation, placement, and re-evaluation of limited-English proficient Hispanic students. Sixteen policy considerations are provided in an effort to help school districts to ensure that limited-English proficient learning disabled students receive equal access to appropriate learning opportunities. During the early 1970s the courts expressed concern about the special education placement of Hispanic and other ethnic minority groups. These concerns continue and are most salient with reference to assessing the educational needs of limited-English proficient (LEP) children. Issues of accurate assessment, labeling, and disproportionate representation of ethnic minority students in special education classes have only begun to be researched in the last few years (Baca & Bransford, 1982; Note 1). The objective of this paper is (a) to highlight the progress made by school districts in address-ing the special education and, more specifically, learning disability needs of LEP students and (b) to provide a brief discussion of important issues related to bilingual special education services to LEP students. These issues will be presented with the goal of providing policy direction to the fields of bilingual education and special educa-tion in their attempts to respond to the educa-tional needs of LEP students with learning disabilities