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Serving Hispanic Students with Learning Disabilities:

Recommended Policies and Practices

University of Texas at Austin

Shernaz B. Garcia

University of Texas at Austin

Educators continue to have difficulty distinguishing learning disabilities from second language differences among Hispanic students. This article identifies major issues in the identification, assessment, and placement of Hispanic students in programs for students with learning disabilities, with a focus on limited English proficient Hispanic students. The authors recommend policies and practices which can help safeguard these students against inappropriate special education placement.

Urban Education, Vol. 29, No. 4, 471-481 (1995)
DOI: 10.1177/0042085995029004006


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