Using U.S. state-level data, we report unadjusted and adjusted odds ratio of special education (SPED) trends in Tennessee from 2009 to 2019 for students in Grades 3 to 8 by three language groups: native English speakers (NES), English-proficient bilinguals (EPB), and Current English learners (Current EL). We report trends across all SPED disability categories and across five prevalent disability categories (specific learning disability, specific language impairment, intellectual disability, other health impairments, and autism). The cross-sectional analytic sample included 812,783 students from 28 districts that met the SPED risk ratio threshold set by the state. Results revealed that, compared with NES students, both EPB and Current EL students were generally less likely to receive SPED services, suggesting evidence of language status disparities in SPED representation. Furthermore, findings varied depending on whether adjustments were made to generate odds ratios, especially for higher-incidence disabilities (specific learning disability, specific language impairment, and intellectual disability). Finally, the most severe evidence of underrepresentation was in lower-incidence disabilities (other health impairments and autism). Our results underscore the need for further examination into low rates of SPED identification among learners whose first language is not English (EPB and Current EL). We discuss the contextualized research, practice, and policy implications of our findings.

中文翻译：

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特殊教育代表性趋势因语言状况而异：田纳西州代表性不足的证据。


使用美国州级数据，我们报告了 2009 年至 2019 年田纳西州 3 至 8 年级学生按三种语言群体（以英语为母语的人 (NES)、精通英语的双语者）未调整和调整后的特殊教育 (SPED) 比值比趋势(EPB) 和当前英语学习者 (Current EL)。我们报告所有 SPED 残疾类别和五种常见残疾类别（特定学习障碍、特定语言障碍、智力障碍、其他健康障碍和自闭症）的趋势。横断面分析样本包括来自 28 个学区的 812,783 名学生，这些学生符合州规定的 SPED 风险比阈值。结果显示，与 NES 学生相比，EPB 和当前 EL 学生普遍接受 SPED 服务的可能性较小，这表明 SPED 代表中的语言状态存在差异。此外，根据是否进行调整以产生比值比，研究结果会有所不同，特别是对于发生率较高的残疾（特定学习障碍、特定语言障碍和智力障碍）。最后，代表性不足的最严重证据是发生率较低的残疾（其他健康障碍和自闭症）。我们的结果强调需要进一步检查母语非英语的学习者（EPB 和 Current EL）中 SPED 识别率较低的情况。我们讨论我们的研究结果的情境化研究、实践和政策影响。