{"id":{"repo_id":"unm","oai_identifier":"oai:digitalrepository.unm.edu:educ_spcd_etds-1016"},"canonical_url":"https://search.dev.ndltd.org/etd/unm/oai:digitalrepository.unm.edu:educ_spcd_etds-1016","repository":{"repo_id":"unm","name":"University of New Mexico","base_url":"https://digitalrepository.unm.edu/do/oai/"},"display":{"title":"An Investigation of Alternative Language Services (ALS) Received by English Language Learners (ELLs) Identified with a Disability","abstract":"The identification of and provision of ALS to ELLs identified with a disability was compared to that of their ELL peers without an identified disability. In addition, I conducted a review of the types of ALS provided. I approached this study from the perspective of the social construction of disability and utilized a quantitative, causal-comparative research design. I utilized the Statistical Analysis System (SAS) software for data analysis, along with Pearson's chi-square test of independence (χ2), and Fisher’s exact test with a significance level (p-value of ≤ 0.01) to test null hypothesis. In addition, the risk index and the composition index were also calculated to address factors of disproportionate representation. De-identified data were provided by a school district located in the southwest region of the United States after the 40 day count of the 2013-2014 school year. The data included 16,732 student records of school aged children in kindergarten through 12th grades. Analyses revealed that there was a significant difference in: the proportion of students identified with a Primary Home Language Other Than English (PHLOTE) and identified with a disability categorized as ELL from PHLOTE students without a disability identified as ELL, in the proportion of students identified with disabilities who received ALS compared to their peers without a disability who received ALS (most of the 36 students exempted from ALS were identified with a disability), in the proportion of ELLs who received ALS in grades K-5 compared to ELLs in grades 9-12, in the proportion of ELLs who received ALS who were identified with a Specific Learning Disability compared to ELLs who received ALS identified with any other primary disability, in the proportion of ELLs identified as SLD compared to their non-ELL peers also identified as SLD, and in the proportion of Asian students identified with a disability. Asian students were identified with a disability at a significantly lower rate compared to their non-Asian peers.","abstract_html":"The identification of and provision of ALS to ELLs identified with a disability was compared to that of their ELL peers without an identified disability. In addition, I conducted a review of the types of ALS provided. I approached this study from the perspective of the social construction of disability and utilized a quantitative, causal-comparative research design. I utilized the Statistical Analysis System (SAS) software for data analysis, along with Pearson's chi-square test of independence (χ2), and Fisher’s exact test with a significance level (p-value of ≤ 0.01) to test null hypothesis. In addition, the risk index and the composition index were also calculated to address factors of disproportionate representation. De-identified data were provided by a school district located in the southwest region of the United States after the 40 day count of the 2013-2014 school year. The data included 16,732 student records of school aged children in kindergarten through 12th grades. Analyses revealed that there was a significant difference in: the proportion of students identified with a Primary Home Language Other Than English (PHLOTE) and identified with a disability categorized as ELL from PHLOTE students without a disability identified as ELL, in the proportion of students identified with disabilities who received ALS compared to their peers without a disability who received ALS (most of the 36 students exempted from ALS were identified with a disability), in the proportion of ELLs who received ALS in grades K-5 compared to ELLs in grades 9-12, in the proportion of ELLs who received ALS who were identified with a Specific Learning Disability compared to ELLs who received ALS identified with any other primary disability, in the proportion of ELLs identified as SLD compared to their non-ELL peers also identified as SLD, and in the proportion of Asian students identified with a disability. Asian students were identified with a disability at a significantly lower rate compared to their non-Asian peers.","abstract_has_math":false,"creators":["Romero, Christine"],"institution":null,"degree_name":"Special Education","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Scherba de Valenzuela, Julia","Copeland, Susan","Keefe, Elizabeth","Lopez Leiva, Carlos"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-07-12T07:00:00Z","date_published":"2014-07-12T07:00:00Z","updated_at":"2026-07-24T05:26:29Z","subjects":["Special Education","Bilingual Education","English Language Learners","Alternative Language Services"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalrepository.unm.edu/educ_spcd_etds/17"],"render_values":[{"text":"https://digitalrepository.unm.edu/educ_spcd_etds/17","href":"https://digitalrepository.unm.edu/educ_spcd_etds/17","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/1928/24341","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Scherba de Valenzuela, Julia","Copeland, Susan","Keefe, Elizabeth","Lopez Leiva, Carlos"]},{"key":"dc:creator","label":"Author","values":["Romero, Christine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation","Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Special Education","Bilingual Education","English Language Learners","Alternative Language Services"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/1928/24341","https://digitalrepository.unm.edu/educ_spcd_etds/17"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The identification of and provision of ALS to ELLs identified with a disability was compared to that of their ELL peers without an identified disability. In addition, I conducted a review of the types of ALS provided. I approached this study from the perspective of the social construction of disability and utilized a quantitative, causal-comparative research design. I utilized the Statistical Analysis System (SAS) software for data analysis, along with Pearson's chi-square test of independence (χ2), and Fisher’s exact test with a significance level (p-value of ≤ 0.01) to test null hypothesis. In addition, the risk index and the composition index were also calculated to address factors of disproportionate representation. De-identified data were provided by a school district located in the southwest region of the United States after the 40 day count of the 2013-2014 school year. The data included 16,732 student records of school aged children in kindergarten through 12th grades. Analyses revealed that there was a significant difference in: the proportion of students identified with a Primary Home Language Other Than English (PHLOTE) and identified with a disability categorized as ELL from PHLOTE students without a disability identified as ELL, in the proportion of students identified with disabilities who received ALS compared to their peers without a disability who received ALS (most of the 36 students exempted from ALS were identified with a disability), in the proportion of ELLs who received ALS in grades K-5 compared to ELLs in grades 9-12, in the proportion of ELLs who received ALS who were identified with a Specific Learning Disability compared to ELLs who received ALS identified with any other primary disability, in the proportion of ELLs identified as SLD compared to their non-ELL peers also identified as SLD, and in the proportion of Asian students identified with a disability. Asian students were identified with a disability at a significantly lower rate compared to their non-Asian peers."]},{"key":"dc:title","label":"Title","values":["An Investigation of Alternative Language Services (ALS) Received by English Language Learners (ELLs) Identified with a Disability"]}]}],"canonical_facts":{"dc:contributor":["Scherba de Valenzuela, Julia","Copeland, Susan","Keefe, Elizabeth","Lopez Leiva, Carlos"],"dc:creator":["Romero, Christine"],"dc:description.abstract":["The identification of and provision of ALS to ELLs identified with a disability was compared to that of their ELL peers without an identified disability. In addition, I conducted a review of the types of ALS provided. I approached this study from the perspective of the social construction of disability and utilized a quantitative, causal-comparative research design. 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Analyses revealed that there was a significant difference in: the proportion of students identified with a Primary Home Language Other Than English (PHLOTE) and identified with a disability categorized as ELL from PHLOTE students without a disability identified as ELL, in the proportion of students identified with disabilities who received ALS compared to their peers without a disability who received ALS (most of the 36 students exempted from ALS were identified with a disability), in the proportion of ELLs who received ALS in grades K-5 compared to ELLs in grades 9-12, in the proportion of ELLs who received ALS who were identified with a Specific Learning Disability compared to ELLs who received ALS identified with any other primary disability, in the proportion of ELLs identified as SLD compared to their non-ELL peers also identified as SLD, and in the proportion of Asian students identified with a disability. 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