The Language-minority Student And Special-education - Issues, Trends, And Paradoxes

Because of immigration pressures, the classrooms of many teachers include students from language-minority groups; these teachers often turn to special education for assistance. This article examines key issues and tensions in the areas of referral and special education instruction for these students. Potential solutions derive from two sources: first, the increasing consensus regarding effective approaches to bilingual education; second, the growing belief that these students need both systematic instruction in academic skills and a more \u27\u27natural\u27\u27 approach to language to promote comprehension and use of English. The article discusses the collaborations needed in the fields of learning disabilities, bilingual education, and special education