Doctor of Philosophy / Curriculum and Instruction Programs / Socorro G. Herrera / Throughout the last several decades, rises in CLD student populations and teacher accountability have factored in the increased numbers of CLD students being referred for, and placed in, special education. Because traditional evaluation processes do not reliably distinguish student learning problems that result from culturally/linguistic difference from those associated with innate disability, once referred, most CLD students go on to be placed in special education. Since over-referral is a key factor in over-representation, the purpose of this qualitative study was to identify and examine the student and teacher factors associated with referral of bilingual CLD students for special education evaluation. The primary sources of data for this study were school records generated by classroom teachers, and semi-structured interviews with teachers who had referred bilingual CLD students for special education evaluation. Qualitative data garnered from these sources permitted identification and description of CLD student learning behaviors, and teacher interpretations thereof, which factored into referral of these students for special education. Results, obtained through review and analysis of 27 referral records and six teacher interview transcripts indicated that lack of teacher preparation was a significant factor in the teacher's ability to appropriately perceive and respond to CLD student learning behaviors. Most notably, grade-level teachers tended to overrate the CLD student's English language proficiency based upon observations made within the school setting. Once determined to have enough English, the CLD student's language needs were essentially disregarded throughout the pre-referral (intervention) process. Student failure with unaccommodative interventions appeared to reinforce teacher perceptions of prereferral as a confirmatory process rather than the means by which student learning problems could be resolved. These phenomena were compounded by the teacher's expressed deference for psychological test data and preference for special education placement. Teachers form observation-based opinions about CLD student language proficiencies which can derail the instructional and intervention process for CLD students and lead to inappropriate referrals for special education. Further research is needed to determine the reliability of such teacher impressions and methods by which these teachers can better identify and respond to CLD student's language assets and needs.

abstract: One of the major issues confronting education in Arizona and across the United States has been the consistent low performance of culturally and linguistically diverse (CLD) students in comparison to their peers as evidenced by the disparity of the achievement gap at every level in the educational pipeline. A contributing factor has been the lack of teacher preparation focused on teaching CLD students. Preparation focused on a culturally responsive curriculum about dispositions and pedagogical knowledge and skills as well as field experience placement with CLD students have been previously identified areas to consider when training preservice teachers (PSTs). Therefore, this study examined how a Culturally Responsive and Linguistic Teaching (CRLT) Framework would raise preservice teacher’s critical consciousness about teaching CLD students. The CRLT Framework focused on two specific areas; (a) a culturally responsive curriculum and (b) a team-based service-learning experience. The CRP curriculum included lessons designed to increase PSTs understanding about how their sociolinguist views influenced their pedagogical knowledge about teaching CLD students. In addition, the team-based service-learning approach, as a community of practice, provided experiences for PSTs to apply theory to practice. A mixed method analysis was employed to collect and analyze the quantitative data (surveys) and qualitative data (interviews and photovoice). Results from this study suggested increases in PSTs’ knowledge, self-efficacy, and perceptions of usefulness of CRP in their future practices. The team-based, service-learning component, which was based on a community of practice framework, enhanced the learning experience by allowing students to move from theory to practice and served as an important contributing factor to the overall results. Given the findings of this research study, it appeared that an introductory course focused on a culturally responsive and linguistic teaching influenced PSTs’ dispositions, knowledge, and skills. Thus, providing an introductory course, earlier rather than later, has the potential to change the trajectory of preparing PSTs so they were more prepared to teach CLD students as they continued through their program of study. Results showed effective work with CLD students was about so much more than ‘just good teaching.’ / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

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