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Language-Minority Learners in Special Education: Rates and Predictors of Identification for Services
Peer reviewed
Direct linkSamson, Jennifer F.; Lesaux, Nonie K. – Journal of Learning Disabilities, 2009
Using data from the Early Childhood Longitudinal Study--Kindergarten Cohort, this study was designed to investigate proportional representation, identification rates, and predictors of language-minority (LM) learners in special education using a nationally representative sample of kindergarten, first graders, and third graders. The findings…
Descriptors: Identification, Kindergarten, Preschool Teachers, Intervention
