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An investigation of Alternative Lang...

Romero, Christine.

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An investigation of Alternative Language Services (ALS) received by English Language Learners (ELLS) identified with a disability.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An investigation of Alternative Language Services (ALS) received by English Language Learners (ELLS) identified with a disability./
作者:	Romero, Christine.
面頁冊數:	145 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3630352
ISBN:	9781321081961

An investigation of Alternative Language Services (ALS) received by English Language Learners (ELLS) identified with a disability.
Romero, Christine.

An investigation of Alternative Language Services (ALS) received by English Language Learners (ELLS) identified with a disability. - 145 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--The University of New Mexico, 2014.

The identification of and provision of ALS to ELLs identified with a disability was compared to that of their ELL peers without an identified disability. In addition, I conducted a review of the types of ALS provided. I approached this study from the perspective of the social construction of disability and utilized a quantitative, causal-comparative research design. I utilized the Statistical Analysis System (SAS) software for data analysis, along with Pearson's chi-square test of independence (chi2), and Fisher's exact test with a significance level (p-value of ≤ 0.01) to test null hypothesis. In addition, the risk index and the composition index were also calculated to address factors of disproportionate representation.

ISBN: 9781321081961Subjects--Topical Terms:

516693
Special education.

An investigation of Alternative Language Services (ALS) received by English Language Learners (ELLS) identified with a disability.
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520 $a De-identified data were provided by a school district located in the southwest region of the United States after the 40 day count of the 2013-2014 school year. The data included 16,732 student records of school aged children in kindergarten through 12th grades. Analyses revealed that there was a significant difference in: the proportion of students identified with a Primary Home Language Other Than English (PHLOTE) and identified with a disability categorized as ELL from PHLOTE students without a disability identified as ELL, in the proportion of students identified with disabilities who received ALS compared to their peers without a disability who received ALS (most of the 36 students exempted from ALS were identified with a disability), in the proportion of ELLs who received ALS in grades K-5 compared to ELLs in grades 9-12, in the proportion of ELLs who received ALS who were identified with a Specific Learning Disability compared to ELLs who received ALS identified with any other primary disability, in the proportion of ELLs identified as SLD compared to their non-ELL peers also identified as SLD, and in the proportion of Asian students identified with a disability. Asian students were identified with a disability at a significantly lower rate compared to their non-Asian peers.
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