Abstract
Purpose. The purpose of the study was to investigate the decision-making process from 10 Student Study Teams from high Spanish-speaking, low-socioeconomic, elementary schools in Washoe County School District to: (1) determine the key elements implemented by the Student Study Teams when referring Spanish-speaking students for special education classes; (2) determine the key elements implemented by the Student Study Teams when referring English-speaking students for special education classes; (3) examine what schools reported as referrals during academic years 2004-2006 as separated by English-speaking students and Spanish-speaking students. Methodology. A descriptive study was chosen for this research. This study fits the definition of descriptive research because it identifies and describes factually and accurately the key elements implemented by the Student Study Teams when referring Spanish- and English-speaking students for special education. The study also documents the differences in the numbers of students referred for special education based on English language learners as compared to Spanish-speaking students. Findings. For the key element of instruction in the child's native language, there was a split in responses from "almost never" to "almost always." For content-based instruction, students as active learners, valuing students' languages and culture, respondents rated from "often" to "always." Interaction with monolingual English-speaking peers respondents rated from "almost always" to "always"; English as a second language program is valued as an integral part of the school the respondents rated from "sometimes" to "almost always." The majority of students referred in 2004-2006 were Spanish-speaking students, and English-speaking students were in the minority. Conclusions. The study data support the conclusion that a disproportionate representation of culturally and linguistically diverse students is in special education programs. The debate on placement, disproportionate representation and misclassification is far from being resolved. These mistaken judgments that result in inappropriate special education placements deter the progress of students from diverse backgrounds. Recommendations. Further research is advised to include English as second language teachers and their viewpoints on Spanish-speaking students. A study should be conducted on the interventions at each school site, and the progress should be tracked over a period of time with an emphasis on the role of the school principal.