By Robert L. Rhodes Phd, Salvador Hector Ochoa PhD, Samuel O. Ortiz PhD
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Extra info for Assessing Culturally and Linguistically Diverse Students: A Practical Guide
Contrastingly, this report noted that “Black students’ representation in the . . developmental delay categor[y] was more than twice their national population estimates” (p. II-26). Underrepresentation in Programs for the Gifted It should be noted that although this chapter focuses on disproportionate representation of culturally diverse students in special education, it is important to recognize that they have been underrepresented on the other end of the exceptionality continuum: gifted students.
In comparison to pupils who were Eng- Representation of Diverse Students in Special Education 21 lish proficient, LEP students had a greater probability of being identified for special education services in the elementary (27%) and secondary (91%) levels. In particular, the researchers noted that LEP students had a 225% greater probability of being labeled MR at the secondary level. They also noted that disproportionate representation of LEP students in special education was not evident in kindergarten through fourth grade.
Haitian Creole did not rank among the top five languages in any other states. Korean, which ranked fifth nationally, was among the top five languages spoken in 19 states. This language group ranked in either second or third in some Northeast coastal states (New Jersey, New York, Maryland, Virginia). Arabic is the seventh largest LEP language subgroup in the United States and is most prevalent in five states that border one another: Illinois, Michigan, Indiana, Ohio, and West Virginia. Arabic is either the second or third most common LEP language subgroup in these five states.