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Examining IEPs of English Learners with Learning Disabilities for Cultural and Linguistic Responsiveness
Author(s) -
Hoover John J.,
Erickson Jennifer R.,
Patton James R.,
Sacco Donna M.,
Tran Le M.
Publication year - 2019
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12183
Subject(s) - psychology , cultural diversity , context (archaeology) , special education , learning disability , diversity (politics) , pedagogy , teaching method , linguistic diversity , mathematics education , linguistics , sociology , developmental psychology , paleontology , philosophy , anthropology , biology
Effective education of English learners (ELs) with learning disabilities requires special educators to deliver culturally/linguistically responsive instruction within the context of special services, embracing the interaction between exceptionality and diversity. A critical concept is the notion that cultural and linguistic features are mandated by law to remain integral to teaching and learning once ELs are appropriately placed for special services. We examined a sampling of IEPs for ELs receiving special education for learning disabilities for cultural/linguistic responsive features to inform instruction. We found from our pilot study that the IEPs contain little to no reference to ELs' diverse linguistic and cultural qualities to (1) meet legislative mandates, and (2) guide delivery of appropriate special education. Practitioner implications for developing culturally and linguistically responsive IEPs are provided to support educators who teach ELs with learning disabilities.