Beyond Brown: Empirical Research on Diverse Learners with or At-Risk for Specific Learning Disabilities From 1994–2012
We conducted a literature review to determine the presence of culturally and linguistically diverse (CLD) learners in research on specific learning disabilities (SLD) from 1994–2012. We believed that disaggregation of results by category might identify nuances that will guide future policies, research, and practice. We deemed it logical to begin with SLD because it is the largest population of students in the high-incidence categories. Our search yielded 52 articles for review. Results indicated primary foci on assessment, instructional and behavioral interventions, academic achievement, and disproportionality. In addition, we found that very little research has addressed contextual factors, beyond student characteristics, that affect or predict achievement. Implications for future research are provided within the context of the Brown decision.
Contributor Notes
ABOUT THE AUTHORS
Stanley C. Trent is Associate Professor of Education, University of Virginia, School of Education.
Melissa Drivers is a doctoral candidate, University of Virginia, School of Education.
Diane Rodriguez is Associate Professor, Fordham University, Graduate School of Education.
Kevin Oh is Assistant Professor, University of San Francisco, School of Education.
Shavon Stewart is a research assistant, North Carolina Agricultural and Technical State University in Greensboro, College of Education.
Cathy Kea is Professor of Special Education, North Carolina Agricultural and Technical State University in Greensboro, College of Education.
Alfredo Artiles is Ryan C. Harris Professor of Special Education, Arizona State University, College of Education.
Michael Hull is a doctoral candidate, University of Virginia, School of Education.
