Bilingual children: development and language acquisition

¶ … Applications Affecting the Success and Achievement Rates of Bilingual Special Education Students

This research proposal will provide a recommendation for qualitative analysis of the challenges and applications affecting the success and achievement rates of bilingual education students. Studies confirm that the number of bilingual special education students or exceptional students continues to increase, yet tests and assessments whose purpose is to analyze the efficacy of such tests are lacking. This study fills the gap in research currently available by identifying the three primary challenges students and educators face in the bilingual special education setting, and works to identify solutions to facilitating greater success for students in and out of the classroom.

Introduction

The purpose of this research paper is to analyze the specific challenges educators face when teaching bilingual children with special education needs, and discovery of new tools educators can use to maximize bilingual students' learning capabilities in the special education setting. Specifically this research proposal will attempt to address the primary research question of whether early intervention for at risk bilingual children with disabilities and other handicaps, or other specific tools and academic strategies will improve learning outcomes. Secondary to this the research will provide statistics on the unique challenges educators must address when working with special ed. Bilingual students.

The purpose of answering this question is to provide educators with a new paradigm for evaluating the unique needs faced by bilingual special education students, and increase awareness about the needs of bilingual students and their educators. To this time, much of the research conducted within this field has been limited to non-minority applications. The research will take on a qualitative approach, using tools including observational analysis and collection of data records and review from educational facilities, teachers and parents.

Problem Statement

Correa, Figueroa & Fradd (1989) note early on that much of the research available about special education and the impact early intervention has on student outcome is limited to students without physical or mental handicaps or other special needs. The researchers also note that much of the data currently available fails to acknowledge or address the needs of special education among bilingual exceptional children. Still others (Jackson-Maldonado, 1999) note that educational programs addressing the needs and challenges of special education students fail to take into consideration cultural difference such as those Hispanic special education or needs students may face, which may impact their ability to excel in the academic environment. This paper will help fill the gap in research that currently exists with respect to special education within the bilingual community.

Background

Jackson-Maldonado (1999) note that tests conducted historically including those addressing vocabulary comprehension and acquisition among bilingual special education students demonstrate multiple "methodical and theoretical" (35) problems including: (1) most tests designed to assess bilingual special education needs are not developed uniquely for Spanish or other non-native speaking students, while still others offered have inadequately been adapted; (2) evidence suggests little content validity development exists in these tests; (3) most tests target specific populations of students, without regard to students of varying ability and education and (4) most tests are not adapted to accommodate for cultural or lingual barriers (Jackson-Maldonado, 1999). This study will help overcome the gap in research that currently exists among educators and special education facilities by identifying specific measures educators can utilize to test the efficacy of programs whose intent is meeting the needs of special education students.

Preliminary Literature Review

The purpose of the literature review is to establish a need for analysis and exploration into the subject presented for this proposal. Based on a preliminary review of the research available, the researcher maintains that society would benefit from more closely exploring the unique needs special education bilingual students face. This is especially true given some studies suggesting Hispanic bilingual special education students comprise more than 1/3 of the special or exceptional education learning departments at most institutes, including elementary, middle and high schools (Gonzalez-Bueno, 2003). It is important more research focuses on the unique needs of this individualized population so proper intervention may be instituted in a timely and relevant fashion.

Coreea, Figueroa & Fradd (1989) note that there are no definitive intervention models currently in place that specifically address the unique needs bilingual special education students have, nor is there adequate research exploring teaching methods and ways professional organizations can help promote learning for bilingual special education in a "robust" and "compelling" manner (174).

Amato & Baca (1989) note that throughout history bilingual education has shifted multiple times, from "nonbiased native-language assessments" to specific services directly related to a student's special needs and bilingual ability (168). Many consider the field of bilingual special education one that is emerging and growing. Baca & Cervantes (1989) note a need for a bilingual special education "interface" exists that incorporates training for special education students and teachers (168). Amato & Baca (1989) observe that certain teacher competencies are clearly necessary for bilingual special education teachers, competencies that must be more clearly defined. Neuman & Roskos (1997) and other researchers including Gonzalez-Bueno (2003) suggest promoting literacy among bilingual special education students should be a primary concern for educators. They suggest use of a bilingual alphabet will help facilitate this process.

Jackson-Maldonado (1999) suggests that multiple factors may impact bilingual special education student's ability to excel including student's socio-economic status and exposure to second language early on in their education (35).

Jackson-Maldonado (1999) also note that many of the assessment instruments used previously for Spanish-speaking children are based primarily on a population consisting of "English speaking, middle class children" whose exposure to resources and social groups or peers is often higher than that of bilingual special education students. There is ample evidence suggesting a greater need exists for evaluating the implications of testing modalities specifically designed for bilingual children (Jackson-Maldonado, 1999). The more information that researchers gather about bilingual children in varying settings and contexts the more likely researchers will be to appropriately identify the unique needs and challenges this population faces. The more information researchers begin to gather about the development of bilingual children in various contexts, the better capable researchers will be to "reinforce theoretical issues of language and cognition" to successfully assess children in a culturally specific manner (Jackson-Maldonado, 1999, p. 35).

Methods

The methods employed to direct this study will include observational analysis and study of special education teacher training programs combined with surveys of student outcomes. These surveys will come from a population of two separate educational entities with bilingual special education programs in place.

Theoretical Framework & Data Collection

Five bilingual tests have been carefully examined for their usefulness and efficacy in assessing bilingual education children. These according to Jackson-Maldonado (1999) include the BINL or Basic Inventory of Natural Language presented by Herbert in 1980; the Bahia Oral Language Test, the Language Assessment Battery and the Bilingual Syntax Measure I (35).