Disproportionate representation of English learners in special education has been a longstanding and ongoing concern, However,. Research examining disproportionate representation of English learners receiving special education services for emotional. And / or behavioral disorders (EBD) has been limited. To address, this gap a meta-analysis of disproportionate representation. Of English learners in the EBD category was conducted and the results were compared with same sample results for students. Receiving special education services for learning disabilities (LD). Based on five studies the results, of the meta-analysis. Indicate that English learners are disproportionately underrepresented in the EBD category generally and when compared with. Students in the LD category. Differences in odds ratios were found across educational contexts (i.e. School-level district-level,,,, State-level and, nationally), indicating different patterns of representation. Implications and potential reasons for disproportionality. Are discussed. [ABSTRACT FROM AUTHOR].
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