Term
Spring 2018
Capstone
Thesis
Degree Name
MAT
Primary Advisor/Dissertation Chair
James Brickwedde
Secondary Advisor/Reader One
Rebecca A. Neal
Peer-Reviewer/Reader Two
Roger Atlas
Abstract
Special education has been criticized for the practice of over-representing culturally and linguistically diverse students in special education programs. Asian American students appeared to be immune to this problem. However, when the demographics of the Asian racial group are disaggregated into individual Asian ethnic groups, there is evident of disproportionality. The purpose of the study was to explore how a charter school, serving predominantly Hmong students, addresses the issue of disproportionality pertaining to the Hmong population. Through an ethnographic research approach, the researcher engaged in participant-observation, interviewing three tenth-grade, Hmong male students, and five school staff members. The researcher found that the charter school possesses certain qualities that made the school a site where disproportionality was not as evident as what was noted in the literature. These factors included: 1.) Growth Mindset, 2.) The Evaluation Process, 3.) and Culturally Responsive Teaching. These implications are fruitful in opening new dialogues into addressing the issue of disproportionality.
Research Methodology
Ethnography
Keywords
Charter Schools, ESL/ ELLs, Multicultural Education, Special Education
Recommended Citation
Xiong, Vang, "Do You Have A Learning Disability?: Exploring The Experiences Of Hmong Students With Special Needs In A Public Hmong Charter School" (2018). School of Education and Leadership Student Capstone Theses and Dissertations. 4415.
https://digitalcommons.hamline.edu/hse_all/4415