Special Education for Adolescent Latino Students with Limited Formal Schooling: Issues, Stories, and Perceptions of Students and Their Teachers Diane Staehr Fenner February 16, 2006

Introduction Metro Public Schools Demographics Dual Language Assessment Topic of this study

Purposes of This Study Personal purposes Practical purposes Intellectual purposes

Research Questions 1. What was the nature of adolescent Latino students with Limited Formal Schooling’s school and family experiences before entering special education? 2. What issues did teachers and students express as relative to students with LFS’ placement in special education? 3. What influenced how students with LFS were being provided English literacy instruction in their special education classrooms?

Review of the Literature Identification and Placement of ELLs in Special Education History of ELLs in Special Education Representation of ELLs in Special Education Definition and Purpose of Early Intervention or Pre-Referral Process Testing Considerations for ELLs Special Education Services for ELLs

Review of the Literature (2) ELLs’ Academic Progress ELLs’ Patterns of Literacy Typical Literacy Instruction for ELLs Students with Limited Formal Schooling Teacher Preparation

Gaps from the Literature and Researcher’s Experiential Knowledge of the Topic What happens to students with LFS once they have been placed in special education Absence of students with LFS’ own voices on perceptions of placement in special education Special education teachers’ perceptions of working with adolescent students with LFS How English literacy is taught to students with LFS in special education classrooms What influences how English literacy is taught

Research Design: Overview Multiple case design 3 schools: each was one case 5 students 4 teachers 3 special education 1 ESOL – special education itinerant Within-case analysis Cross-case analysis

Data Collection: Sources of Data 5 student interviews 4 special education teacher interviews 1 90 minute classroom observation per student IEPs ESOL assessment folders Entry assessment information Dual language assessment reports

Selection of Student & Teacher Participants Students Criteria: High School Latino Limited Formal Schooling “Literacy” ESOL level In special education Teachers Special education/language arts teachers of selected students

Students, Teachers and Schools

Students Chosen for Study NameAgeYears of schooling in country When came to USA, Original grade, Year enrolled in US school When found eligible for special education Oscar177 but “probably missed 2” 8/2001Grade 9, Julieta20IEP: 3 yrs.1999Gr. 9, Luz1729/15/98Gr. 5, Lorena2012/17/97Gr. 7, Francisco198 (with gaps)10/2000Gr. 9,

Data Analysis How Transcriptions Data displays Codes Memos NVivo software

Presentation of Findings Each student’s story - What happened prior to placement in special education - What happened after placement in special education Within-case analysis (including narrative analysis) Cross-case analysis

Case 1 Teachers: Ashley, Bridget Students: Oscar, Julieta Oscar’s Story Julieta’s Story

Within-Case Analysis: Case 1(Lincoln HS) Teachers: Ashley, Bridget Students: Oscar, Julieta Challenges in Teaching Students with LFS Beneficial Aspects of Special Education for LFS English Literacy Instruction

Case 2 Teacher: Keisha Student: Luz Luz’s Story

Within – Case Analysis: Case 2 (Central HS) Teacher: Keisha Student: Luz Keisha as Mother Figure Cultural Understanding Special Education as “Dumping Ground”

Case 3 Teacher: Tina Students: Lorena, Francisco Lorena’s Story Francisco’s Story

Within-Case Analysis: Case 3 (Poole Center) Teacher: Tina Students: Lorena, Francisco “Use It or Lose It” Families Navigating the System “Your Kids” vs. “My Kids”

Cross Case Analysis: RQ1RQ1 Conflicting Stories About Students’ Prior Experiences School-Based Issues Personal Issues

Cross-Case Analysis: RQ2RQ2 Assessments to Determine Special Education Eligibility Teachers’ Beliefs About Placement of Students in Special Education Providing Ongoing ESOL Assessment Knowing Where to Begin Teaching Students Classroom Behavior Teachers’ Perception of Students’ Response to Instruction Teachers’ Expectations for Students ESOL Support Students’ Perceptions of Being in Special Education

Cross-Case Analysis: RQ3RQ3 Collaboration between ESOL and Special Education Classroom Instruction of English Literacy

Discussion Summary of the nature of Adolescent Latino students with limited formal schooling’s school and family experiences before entering special education Summary of issues teachers and students expressed as relative to students with LFS’ placement in special education Summary of what influenced how students with LFS were being provided English literacy instruction in their special education classrooms

Implications: Practice Previous History Obtaining Information on Students Home-School Connection High Expectations Content of Instruction English Literacy Instruction Opportunities for Using English

Implications: Research How Students are Taught L1 Literacy Alternate Programs Difference vs. Disability Effective Teaching Methods Efficacy of L1 Support

Implications: Policy Counseling Assessment for disabilities Ongoing assessment Teacher training L1 support Collaboration

Limitations Students’ ESOL level Small sample size/generalizability Data gathered primarily through interviews & a few observations

Final Thoughts Positive aspects of special education for students with LFS Areas that could be improved

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