How Prepared do Educators of Multilingual Learners with Disabilities Feel? Results from a Multi-State Survey

Abstract

Multilingual Learners (MLs) are the fastest growing group of students in the UnitedStates. Although much research has been conducted on the overidentification of MLs as students with disabilities, little research has been conducted on how the unique educational needs of MLs with disabilities are being met by educators. In this thesis, I report the results of my research survey of 261 K-12 ESL teachers, world language/bilingual teachers, and administrators of MLs with disabilities. Results indicate that both teachers and administrators feel their schools and districts are not adequately meeting the needs of MLs with disabilities and that both groups feel unprepared to teach MLs who are Blind, Deaf, or Hard of Hearing. Prior experience working with MLs with disabilities and professional development on the education of these learners are factors that affect teachers’ confidence educating these unique learners.