Grappling with the intersection of language and ability differences: Equity issues for chicano/latino students in special education

Alfredo J. Artiles, Federico R. Waitoller, Rebecca Neal

Research output: Chapter in Book/Report/Conference proceedingChapter

14 Scopus citations

Abstract

The purpose of this chapter is to present a critical synthesis of the scholarship about how ability and language differences have been addressed in the United States educational system, with an explicit focus on Chicano/Latino2 students, and to reflect on future directions for this scholarship. We examine research evidence and theory on Chicano/Latino students as well as on immigrant and English language learners3 (ELLs) as an indirect means to gauge various aspects of the educational experiences of Chicano/Latino students. After all, 53% of immigrant students and 79% of ELLs are of Chicano/Latino descent (García & Cuéllar, 2006).

Original languageEnglish (US)
Title of host publicationChicano School Failure and Success
Subtitle of host publicationPast, Present, and Future
PublisherTaylor and Francis
Pages213-234
Number of pages22
ISBN (Electronic)9781136860362
ISBN (Print)9780415880619
DOIs
StatePublished - Jan 1 2011

ASJC Scopus subject areas

  • Social Sciences(all)

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    Artiles, A. J., Waitoller, F. R., & Neal, R. (2011). Grappling with the intersection of language and ability differences: Equity issues for chicano/latino students in special education. In Chicano School Failure and Success: Past, Present, and Future (pp. 213-234). Taylor and Francis. https://doi.org/10.4324/9780203835982-20