Bilingual, Multilingual, and Multicultural Education Commons^™

Catalyst: A Social Justice Forum, Volume One, Issue One, Shane Willson, Landon S. Bevier, Rachael E. Gabriel, Taylor Krcek, Alaina Elizabeth Smith

Catalyst: A Social Justice Forum

It is with great pride that we present to you the inaugural issue of Catalyst: A Social Justice Forum. Here we have attempted to create an innovative, peer-reviewed space in which people from numerous disciplines, or even those claiming no discipline, can present research, multimedia, and art aimed at furthering the ideals of social justice, broadly defined. Social justice is not a concept owned by the academy, for attempts to create a more just world can come from many professions, or even from no profession at all. By applying the traditionally academic peer-review process to work done by activists, artists, …

An Imperative For Change: Bridging Special And Language Learning Education To Ensure A Free And Appropriate Education In The Least Restrictive Environment For Ells With Disabilities In Massachusetts, Maria De Lourdes B. Serpa

Gastón Institute Publications

English Language Learners (ELLs) are the fastest-growing group of school-age students in public schools across the nation, and in Massachusetts. In this state, even as the total student enrollment declines slightly, the number of ELLs grows steeply. They number 68,820 in the 2010-2011 school year, an increase of 9,662 from the year before.

The number of ELLs identified as also having a disability doubled in Massachusetts (a striking increase of 115.4%) from 2001-2002 to 2010-2011. The proportion of ELLs placed in Special Education has increased by 5 percentage points, from 9.8% to 14.8%. This time period coincides almost exactly with …

An Evaluation Of Writing Samples By English Learners In Special Education, Brett Patrick Frayseth

All Graduate Theses, Dissertations, and Other Capstone Projects

The purpose of this study was to investigate if there was any pattern in the types or frequencies of errors made within writing samples produced by English Learners (ELs) in special education and whether those patterns differentiated them from ELs not in special education or whether there was commonality between the types or frequencies of errors made by ELs in special education and native-English speakers in special education. The intent is that once a pattern is recognized that the written work of ELs can help aid in determining placement in special education. The quantitative method was applied in this study. …