Publication Date

2025

Advisor(s) - Committee Chair

Carl Myers, Qin Zhao, Shawna Gilbert

Degree Program

Department of Psychology

Degree Type

Specialist in Education

Abstract

The purpose of this systematic review was to investigate the presence of disproportionality of English learners in special education. The search process yielded evidence of both overrepresentation and underrepresentation of English learners in special education, with some studies indicating disproportionality in specific disability categories. Underrepresentation was found to be present in categories of emotional behavioral disability, speech and language impairment, other health impairment, attention-deficit hyperactivity disorder, and autism. Overrepresentation was found to be present in multiple disability categories, especially with specific learning disabilities and speech language impairment. Potential variables that could be contributors to overrepresentation were found to be educators’ lack of information on the students’ level of English proficiency, characteristics of language acquisition mirroring characteristics of a student with a learning disability, educator beliefs about referring students quickly, and a lack of explicit state guidance on specific learning disability identification. Suggested ways to improve the referral system included the implementation of a culturally responsive referral guide, implementing policy change, and more emphasis on evaluating the interaction between students, teachers, and the classroom environment.

Disciplines

Bilingual, Multilingual, and Multicultural Education | Disability and Equity in Education | Education | Psychology | School Psychology | Social and Behavioral Sciences

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