Presentations - 2004
ENGLISH LANGUAGE LEARNER STRUGGLING TO LEARN: Emergent Research on Linguistic Differences and Learning Disabilities
Practice Perspective on Referral Issues
Lisa Aaroe, Peoria Unified School District and Arizona State University
Psychometric Issues in the ELL Assessment and Special Education Eligibility
Jamal Abedi, National Center for Research on Evaluations, Standards, and Student Testing
Future Directions for Practice with English Language Learners
Leonard Baca, Bueno Center and Todd Fletcher, University of Arizona
Roles of Definitional and Assessment Models in the Identification of New or Second Language Learners of English for Special Education
Manuel Barrera, Metropolitan State University
Cognitive Engagement and Identity Investment in Literacy Development among English Language Learners: Evidence from the Early Authors Program
Judith K. Bernhard, Ryerson University (Toronto) and Jim Cummins, The University of Toronto
Semilingualism Applied: Bi-iliteracy or Emerging Biliteracy
Kathy Escamilla, University of Colorado, Boulder
It depends...: A Socio-historical Account of the Definition and Methods of Identification of Learning Disabilities
Margaret Gallego, San Diego State University; Grace Zamora Durán, U.S. Department of Education, and Elba I. Reyes, Casa Grande Union High School District, Arizona
Demographic Reality: Who are these Children?
Eugene Garcia, Arizona State University
Response-to-Instruction Models of Assessment:Are They Valid for English Language Learners?
Michael Gerber, Director, Center for Advanced Studies of Individual Differenes, University of California, Santa Barbara
Promoting Literacy Development for English Learners Learning in English: A Case for Explicit Instruction
Diane Haager and Michelle Windmueller, California State University, Los Angeles
English Language Learners and Learning Disabilities: A Critical Review of the Literature
Janette Klingner, University of Colorado at Boulder, Alfredo J. Artiles, Arizona State University, and Laura Méndez Barletta, University of Colorado at Boulder
The Special Education Referral Process for English Language Learners: The Role of Child Study and Multidisciplinary Team Meetings
Janette Klingner, University of Colorado at Boulder and Beth Harry, University of Miami
Future Directions in Research: Linguistic Differences and Learning Disabilities
Nonie K. Lesaux, Harvard Graduate School of Education
The Response to Intervention of English Language Learners At-Risk for Reading Problems
Sylvia Linan-Thompson, Sharon Vaughn, and Kathryn Prater, Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin; Paul Cirino, University of Houston
Appropriate Eligibility Determinations for English Language Learners Suspected of Having Reading-related Learning Disabilities: Linking School History, Early Intervention, Referral, and Assessment Data
Cheryl Y. Wilkinson, Alba A. Ortiz, and Phyllis Robertson-Courtney, The University of Texas at Austin; Millicent I. Kushner, University of Maryland
English Language Learners, Learning Disabilities, & Overrepresentation: A Multiple Level Analysis
Robert Rueda, University of Southern California and Michelle Windmueller, California State University, Los Angeles
Future Directions for Policy on the Education of English Language Learners
Richard Ruiz, University of Arizona
Language, Dialect, and Register: Sociolinguistics and the Estimation of Measurement Error in the Testing of English-Language Learners
Guillermo Solano-Flores, American Institutes for Research
Addressing Disproportionality - From Planning to Action Outcomes
NCCRESt Overview
Resources and Technical Assistance
Culture and Disproportionality
The California Picture Ethnic Disproportionality in California's Special Education Programs
Hacienda La Puente Unified School District
Indiana Disproportionality Project
Next Steps: Moving the Agenda
Still Separate, Still Unequal: Special Education & Brown vs. Board of Education, 1954
NCCRESt's Conceptual Framework paper:
Theoretical Assumptions for Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education
NCCRESt National TA & D Center
3 + 2 Evaluation
NCSET
Addressing Disproportionality: From Planning to Action
