Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
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.
Case Study, Ethnography, Observation
ESL/ ELLs, Special Education
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 Student Capstone Theses and Dissertations. 4094.