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- W4377012764 abstract "During the past 50 years, scores of federal and state education codes have been created to ensure both special education and ethnically diverse students receive a rigorous but developmentally appropriate education. Nevertheless, evidence to support claims that progress is being made toward equity for and inclusion of these marginalized groups is difficult to find. For example, in California, students classified at the beginning of their school careers as English learners (EL) often do not get reclassified even in their high school years. The reclassification process involves taking an annual test to assess English proficiency for students who are labeled as English learners. If students fail the annual test, they must take English language development classes and do not have the opportunity to take elective courses (which, in some cases, provide a compelling reason for students to remain in school) or the sort of English classes required to enter higher education at the end of their high school careers. The purpose of this qualitative interview study was to understand the perceptions and self-reported experiences of 10 learning disabled high school students who have been engaged in the reclassification process in urban California school districts for a number of years. The study’s findings include the following:" @default.
- W4377012764 created "2023-05-19" @default.
- W4377012764 creator A5091971231 @default.
- W4377012764 date "2023-05-18" @default.
- W4377012764 modified "2023-09-30" @default.
- W4377012764 title "Toward Understanding the Language Reclassification Experiences of Latino/a Learners with Disabilities: An Intersectional Approach" @default.
- W4377012764 doi "https://doi.org/10.22371/05.2023.017" @default.
- W4377012764 hasPublicationYear "2023" @default.
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