{"id":1828,"date":"2018-01-28T06:17:22","date_gmt":"2018-01-28T06:17:22","guid":{"rendered":"http:\/\/evst399.coolsociology.net\/?p=1828"},"modified":"2018-07-31T21:16:15","modified_gmt":"2018-07-31T21:16:15","slug":"journal-exercise-1-13","status":"publish","type":"post","link":"https:\/\/evst399.mcguire-spickard.com\/?p=1828","title":{"rendered":"Journal Exercise #1"},"content":{"rendered":"<p><span style=\"font-weight: 400\">Amanda L. Sullivan\u2019s article, <\/span><span style=\"font-weight: 400\">\u201c<\/span><span style=\"font-weight: 400\">Disproportionality in Special Education Identification and Placement of English Language Learners<\/span><span style=\"font-weight: 400\">\u201d <\/span><span style=\"font-weight: 400\">found that English Language Learners are disproportionately represented in special education classrooms compared to White peers. Sullivan\u2019s research presented the need for further research. This study asks four research questions: \u201cTo 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?\u201d Sullivan\u2019s 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 \u201ca child who does not speak English or whose native language is not English\u201d. The study used the \u201crelative risk ratio (RRR) to determine ELLs\u2019 relative likelihood of identification\/placement compared to White students\u201d. 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.<\/span><\/p>\n<p><span style=\"font-weight: 400\">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\u2019s 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\u2019t to say that the findings won\u2019t overlap with other states.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Sullivan, Amanda L.. \u201c<\/span><span style=\"font-weight: 400\">Disproportionality in Special Education Identification and Placement of English Language Learners<\/span><span style=\"font-weight: 400\">.\u201d <\/span><i><span style=\"font-weight: 400\">Exceptional Children <\/span><\/i><span style=\"font-weight: 400\">\u00a077, no. 3 (2011): 317-334.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Amanda L. Sullivan\u2019s article, \u201cDisproportionality in Special Education Identification and Placement of English Language Learners\u201d found that English Language Learners are disproportionately represented in special education classrooms compared to White peers. Sullivan\u2019s research presented the need for further research. This study asks four research questions: \u201cTo what extent is there a disproportionate representation of students [&hellip;]<\/p>\n","protected":false},"author":71,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"_links":{"self":[{"href":"https:\/\/evst399.mcguire-spickard.com\/index.php?rest_route=\/wp\/v2\/posts\/1828"}],"collection":[{"href":"https:\/\/evst399.mcguire-spickard.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/evst399.mcguire-spickard.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/evst399.mcguire-spickard.com\/index.php?rest_route=\/wp\/v2\/users\/71"}],"replies":[{"embeddable":true,"href":"https:\/\/evst399.mcguire-spickard.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1828"}],"version-history":[{"count":1,"href":"https:\/\/evst399.mcguire-spickard.com\/index.php?rest_route=\/wp\/v2\/posts\/1828\/revisions"}],"predecessor-version":[{"id":1829,"href":"https:\/\/evst399.mcguire-spickard.com\/index.php?rest_route=\/wp\/v2\/posts\/1828\/revisions\/1829"}],"wp:attachment":[{"href":"https:\/\/evst399.mcguire-spickard.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1828"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/evst399.mcguire-spickard.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1828"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/evst399.mcguire-spickard.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1828"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}