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

doi:10.4324/9780203835982-20

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

Graduate College

Research output: Chapter in Book/Report/Conference proceeding › Chapter

17 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 language	English (US)
Title of host publication	Chicano School Failure and Success
Subtitle of host publication	Past, Present, and Future
Publisher	Taylor and Francis
Pages	213-234
Number of pages	22
ISBN (Electronic)	9781136860362
ISBN (Print)	9780415880619
DOIs	https://doi.org/10.4324/9780203835982-20
State	Published - Jan 1 2011

ASJC Scopus subject areas

General Social Sciences

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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 (Garc{\'i}a & Cu{\'e}llar, 2006).",

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

Abstract

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