Diane Staehr Fenner February 16, 2006

1. Special Education for AdolescentLatino Students with Limited Formal Schooling: Issues, Stories, and Perceptions of Students and Their Teachers Diane Staehr Fenner February 16, 2006

2. Introduction • Metro Public Schools Demographics • Dual Language Assessment • Topic of this study

3. Purposes of This Study • Personal purposes • Practical purposes • Intellectual purposes

4. Research Questions 1. What was the nature of adolescent Latino students with Limited Formal Schooling’s school and family experiences before entering special education? 2. What issues did teachers and students express as relative to students with LFS’ placement in special education? 3. What influenced how students with LFS were being provided English literacy instruction in their special education classrooms?

5. Review of the Literature • Identification and Placement of ELLs in Special Education • History of ELLs in Special Education • Representation of ELLs in Special Education • Definition and Purpose of Early Intervention or Pre-Referral Process • Testing Considerations for ELLs • Special Education Services for ELLs

6. Review of the Literature (2) • ELLs’ Academic Progress • ELLs’ Patterns of Literacy • Typical Literacy Instruction for ELLs • Students with Limited Formal Schooling • Teacher Preparation

7. Gaps from the Literature and Researcher’s Experiential Knowledge of the Topic • What happens to students with LFS once they have been placed in special education • Absence of students with LFS’ own voices on perceptions of placement in special education • Special education teachers’ perceptions of working with adolescent students with LFS • How English literacy is taught to students with LFS in special education classrooms • What influences how English literacy is taught

8. Research Design: Overview • Multiple case design • 3 schools: each was one case • 5 students • 4 teachers • 3 special education • 1 ESOL – special education itinerant • Within-case analysis • Cross-case analysis

9. Data Collection: Sources of Data • 5 student interviews • 4 special education teacher interviews • 1 90 minute classroom observation per student • IEPs • ESOL assessment folders • Entry assessment information • Dual language assessment reports

10. Selection of Student & Teacher Participants • Students • Criteria: • High School • Latino • Limited Formal Schooling • “Literacy” ESOL level • In special education • Teachers • Special education/language arts teachers of selected students

11. Students, Teachers and Schools

12. Students Chosen for Study

13. Data Analysis How • Transcriptions • Data displays • Codes • Memos • NVivo software

14. Presentation of Findings • Each student’s story - What happened prior to placement in special education - What happened after placement in special education • Within-case analysis (including narrative analysis) • Cross-case analysis

15. Case 1 • Teachers: Ashley, Bridget • Students: Oscar, Julieta • Oscar’s Story • Julieta’s Story

16. Within-Case Analysis: Case 1(Lincoln HS) • Teachers: Ashley, Bridget • Students: Oscar, Julieta • Challenges in Teaching Students with LFS • Beneficial Aspects of Special Education for LFS • English Literacy Instruction

17. Case 2 • Teacher: Keisha • Student: Luz • Luz’s Story

18. Within – Case Analysis: Case 2 (Central HS) • Teacher: Keisha • Student: Luz • Keisha as Mother Figure • Cultural Understanding • Special Education as “Dumping Ground”

19. Case 3 • Teacher: Tina • Students: Lorena, Francisco • Lorena’s Story • Francisco’s Story

20. Within-Case Analysis: Case 3 (Poole Center) • Teacher: Tina • Students: Lorena, Francisco • “Use It or Lose It” • Families Navigating the System • “Your Kids” vs. “My Kids”

21. Cross Case Analysis: RQ1 • Conflicting Stories About Students’ Prior Experiences • School-Based Issues • Personal Issues

22. Cross-Case Analysis: RQ2 • Assessments to Determine Special Education Eligibility • Teachers’ Beliefs About Placement of Students in Special Education • Providing Ongoing ESOL Assessment • Knowing Where to Begin Teaching Students • Classroom Behavior • Teachers’ Perception of Students’ Response to Instruction • Teachers’ Expectations for Students • ESOL Support • Students’ Perceptions of Being in Special Education

23. Cross-Case Analysis: RQ3 • Collaboration between ESOL and Special Education • Classroom Instruction of English Literacy

24. Discussion • Summary of the nature of Adolescent Latino students with limited formal schooling’s school and family experiences before entering special education • Summary of issues teachers and students expressed as relative to students with LFS’ placement in special education • Summary of what influenced how students with LFS were being provided English literacy instruction in their special education classrooms

25. Implications: Practice • Previous History • Obtaining Information on Students • Home-School Connection • High Expectations • Content of Instruction • English Literacy Instruction • Opportunities for Using English

26. Implications: Research • How Students are Taught L1 Literacy • Alternate Programs • Difference vs. Disability • Effective Teaching Methods • Efficacy of L1 Support

27. Implications: Policy • Counseling • Assessment for disabilities • Ongoing assessment • Teacher training • L1 support • Collaboration

28. Limitations • Students’ ESOL level • Small sample size/generalizability • Data gathered primarily through interviews & a few observations

29. Final Thoughts • Positive aspects of special education for students with LFS • Areas that could be improved

30. For More Information Diane.StaehrFenner@fcps.edu Office: (703) 846-8671