Amanda L. Sullivan’s article, “Disproportionality in Special Education Identification and Placement of English Language Learners” found that English Language Learners are disproportionately represented in special education classrooms compared to White peers. Sullivan’s research presented the need for further research. This study asks four research questions: “To what extent is there a disproportionate representation of students identified as ELLs in special education, focusing on high-incidence categories, at the state level over time? To what extent is disproportionality observed at the district level over time? To what extent are students identified as ELLs placed in the least restrictive environment at the state and district levels over time? To what extent can one predict disproportionate representation of ELLs at the district level, considering certain district characteristics?” Sullivan’s research uses both demographic data and reports of acts, behavior, or events, analyzing existing research. Public and Private Records were used as the data collection method. Some records used include state and district enrollment data for students identified as ELL. ELL students were defined in this context as “a child who does not speak English or whose native language is not English”. The study used the “relative risk ratio (RRR) to determine ELLs’ relative likelihood of identification/placement compared to White students”. Sullivan found that students in classrooms with greater language supports in place were served in general classrooms with higher success compared to students who did not have language supports. The latter population were more likely to be placed in special education classrooms. Sullivan looked at an eight-year span of research, both on disability category and placement.

The research Sullivan presents is thorough, though her findings only seemed to suggest that more research would need to be conducted. Sullivan looked at a southwestern state’s findings which serves as a good indicator as to what patterns exist in the nation. That being said, different states have very different educational policies, so this research may only really reflect the educational policies of this single southwestern state, which isn’t to say that the findings won’t overlap with other states.

Sullivan, Amanda L.. “Disproportionality in Special Education Identification and Placement of English Language Learners.” Exceptional Children  77, no. 3 (2011): 317-334.