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Special education for adolescent Latino students with limited formal schooling: Issues, stories, and perceptions of students and their teachers.


This study focused on the perceptions and experiences of five Latino high school students with limited formal schooling (LFS) and their teachers after the students had been placed in special education classrooms. A total of five student participants and four teacher participants took part. All of the students had missed multiple years of schooling in their Central American countries of birth and possessed weak literacy skills in Spanish, their first language. Three high schools comprised each of three cases in the study. Each school correlated to a different case because each of the schools had unique characteristics that distinguished it from the other two schools. Three of the teacher participants were special education teachers and one was an ESOL-special education itinerant teacher.