Term
Spring 4-26-2016
Capstone
Thesis
Degree Name
MAESL
Primary Advisor/Dissertation Chair
Pam Telleen
Secondary Advisor/Reader One
Brian Koland
Peer-Reviewer/Reader Two
Gao Xiong
Abstract
This study examined the complex dynamic that exists between language difference and language disability for English learners in an east metro suburban school district. Understanding the learning profile of these learners and matching them to programming is an enormous challenge for schools throughout the United States. Understanding the limit of traditional metrics and supplementing them with culturally and linguistically responsive supports is essential when making programming decisions for English learners. An understanding of supports and metrics designed to elicit the more enigmatic aspects of these learners’ profiles is crucial when considering English learners for special eduction programming. This thesis explores the gap in current identification practices in an east metro school district and provides four supports to augment the identification process for these complex learners.
Research Methodology
Case Study, Ethnography, Observation
Keywords
ESL/ ELLs, Special Education
Recommended Citation
Auge, Brandon Michael, "An Equitable and Culturally Responsive Examination of the Identification Practices of English Learners for Special Education in a Suburban East Metro District" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4094.
https://digitalcommons.hamline.edu/hse_all/4094