Document Type
Article
Publication Date
5-12-2023
Abstract
Background
There are an increasing number of English Learners (EL) served in schools, including children with Autism Spectrum Disorder (ASD). However, little is known about students who receive school-based services as EL and under autism eligibility.
Purpose & Methods
The present study aimed to examine the sociodemographic characteristics, time to English Language Proficient status by survival analysis, and predictors of English fluency utilizing a logistic regression for dually identified EL and autism eligible students in a large urban school district during the 2011–2019 academic school years.
Results
Overall, dually identified students (N = 849) educated in segregated settings (N = 372) became English proficient at lower rates and at older ages than students included in general education (N = 477).
Conclusion
Students placed in segregated special education classrooms were significantly less likely to achieve English Language Proficient classification. The present study begins to illustrate the time to English proficiency of dually identified students and the potential impact it has on their educational opportunities.
Original Publication Citation
Castellón, F.A., Sturm, A. & Kasari, C. Dual Identification: Trajectories to English Proficiency for English Learners with Autism Spectrum Disorder. J Autism Dev Disord 54, 2615–2624 (2024). https://doi.org/10.1007/s10803-023-05994-9
Publisher Statement
© The Author(s) 2023
Digital Commons @ LMU & LLS Citation
Castellón, Fernanda A.; Sturm, Alexandra; and Kasari, Connie Kasari, "Dual Identification: Trajectories to English Proficiency for English Learners with Autism Spectrum Disorder" (2023). Psychological Science Faculty Works. 112.
https://digitalcommons.lmu.edu/psyc_fac/112
