Transition of Latino Students with Learning Disabilities: Applications for Rehabilitation Counseling

The special education programs in the United States have been designed to help children with special needs learn easier and fit in better with the education program. Unfortunately, many minority students get caught up in the mix and don’t get the proper attention they deserve. Furthermore, minority students are seriously over-represented in the educational programs. Many minority students are misdiagnosed and put into special education programs when in fact; they do not have a learning disability. This has become a growing problem in this country because it is seen as the easy way out. Schools all over the U.S. are doing this in order to not have to properly test and evaluate students for learning problems.

According to U.S. Census Bureau population estimates as of July 1, 2013, there are roughly 54 million Latinos living in the United States, representing approximately 17% of the U.S. total population, making people of Latino origin the nation 's largest ethnic or race minority. About 11.7 million immigrants are living in the United States illegally, a population that has not varied much over the last three years, but has been recently increasing again, according to new estimates (United States).

born children lived in poverty in the U.S. (Camarota, 2001). “The primary reason for this is that a very large share of Mexican immigrants lack a formal education” (Camarota, 2001, p. 47). Statistics from the Center for Immigration Studies indicate that the average income for adult Mexican immigrants is less than half the income of U.S. born workers (Camarota, 2001). With the location of the Rio Grande Valley right next to the Mexican border, the school districts in this area are heavily populated with English language learners. According to Linn and Hemmer (2011), a rate of “21% of elementary and secondary students spoke a language other than English at home. Of these, approximately two million, or 75%, spoke Spanish.” (p. 1). In addition, school districts along the Texas-Mexico border are considered at-risk for having English language learners overrepresented in the special education programs. According to Artiles and Ortiz (2002), research shows that “English language learners with the least amount of language support are most likely to be referred to special education” (p. 1). Often the children with the least support are from poor families. Another problems consists of assessments methods, both diagnostic and state mandated, that are inappropriate for English language learners. Even if assessments are provided in the child’s native language, this

Challenges Faced by Hispanic Students in American Schools and How Schools Can Address Identified Needs

Because of our Latin American origins, Hispanic Americans are also called Latinos. Within this soon to be largest group of minorities in the United States, there are people of many different national and ethnic origins. They are not from one nationality or one culture, but are from many different origins. Many Latinos identify themselves with their cultural or national background. For example someone who is born in the U.S, but his/her parents are from Mexico can call him or herself Mexican. The three largest groups of Latinos in the United States are Mexican Americans, Puerto Ricans, and Cuban Americans. Many Puerto Ricans also call themselves Boricua. Members of subgroups sometimes use more specialized names. For example, some Mexican Americans call themselves Chicanos, and Puerto Ricans living in New York State often refer to themselves as Nuyoricans.

Latin Americans; those coming from countries south of the United States, especially those speaking Spanish, Portuguese, or French (Dictionary.com, 2016) make up a large portion of the United States. In 2013 Cobo, L., & Cantor-Navas, J., note that Latin Americans were 52 million strong and making up 16.7% of the population further stating Hispanics were the nation 's largest ethnic or race minority with over 60%

If a student is both an English language learner and has a learning disability, their educational needs become inherently more complex. However, through research on the needs of English language learners with disabilities, on various case laws, and by participating in lectures on the topics of English language learners and students with learning disabilities, I have come to a clearer understanding of these unique needs as well as the processes necessary to identify, evaluate, and work with these students. Prior to the 1960s, both English language learners and students with disabilities were often segregated from their peers, given inadequate instruction, and inappropriately assessed (Ortiz, Woika, 2013). This began to change when, with the holding of Brown vs. board of Education (1954), a principle for equal educational opportunities for all students was brought to fruition (Yell, 1998). After this decision, Title VI of the Civil Rights Act in 1964 prohibited the discrimination of people on the basis of race, color, or national origin in the operation of federally assisted programs. Further, to

According to the 22nd annual report to congress (2003), African-American students are overrepresented in 9 or 13 disability categories: specific learning disabilities, speech and language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, autism, traumatic brain injury, and developmental delay. Meanwhile, Hispanic students exceed population estimates in 3 categories: specific learning disabilities, hearing impairments, and orthopedic impairments.

Currently within the United States one of the fastest growing minority population (Schwartz & Scott, 2012) is the Latinos. In 2010 Census Bureau Brief ( Ennis, Rois-Vargas, & Albert, 2011) it stated how an estimated 15 million Latino individuals were living within the United States, which is approximately about 16% of the entire U.S. population. There is one big problem with addressing the Latino population, and that is the family patterns are either misrepresented or not properly understood, due to the label of Hispanic and Latinos being placed together. These two groups may share the same spoken language of Spanish and have similar cultural ancestry but the diversity among Hispanic and Latinos (Schwartz & Scott, 2012) make generalizations about their lifestyles difficult. The term Hispanic came to be used in the 1970’s by government officials (cdc.gov, 2011) in trying to provide a diverse label on this population that had connections to speaking Spanish and the Spanish culture. Latino became more of a termed to be used when distinguishing between Mexican (Hispanics) and Latinos who descendants from Latin America such as Cuba and Puerto Rico.

Latinos have had a big impact in population numbers in the United States. Constant immigration from Latinos and Hispanics from all over the world have resulted in a large population of them living in America. As of July 1, 2015, there were a total of 56.6 million Hispanics in the U.S., which makes it the largest racial minority in the country (Bureau, 2016). Having a large population of Hispanics, impacts a lot of aspects in the daily lives and influences communities around

The Centers for Disease Control (CDC) (2015) provided an overview of the Hispanic population, in which they reported the Office of Management and Budget’s (OMB) categorization of the population. Specifically, OMB defines Hispanics as a population which comprises of Cubans, Mexicans, Puerto Ricans, South and Central Americans as well as people from other Spanish cultures (CDC, 2015). According to a report compiled by the CNN Library (2015), Hispanics are the largest minority group in the United States. In fact, the size of the Hispanic group in the United States is only second to the size of the Hispanic group in Mexico. The report further explained that there were approximately 54 million Hispanic people in the United States by 2013. The number showed a 2.1% increase in the Hispanic population between 2012 and 2013 (CNN Library, 2015). The total Hispanic population in 2013 constituted about 17% of the United States total population. Gonzalez-Barrera and Lopez (2013) inferred that people of Mexican origin constituted the largest number of Hispanics in the United States. They maintained that there were approximately 33.7 million Hispanics from Mexico in the United States by 2012 (Gonzalez-Barrera & Lopez, 2013). The Mexican-Hispanics population is represented by people who are born in the United States and immigrants from Mexico.

The Hispanic community accounts for the largest minority in the United States. The United States Census Bureau reported as of July 2006, the percentage of Hispanics in the nation had grown to 15. This percentage excludes the 3.9 million Puerto Ricans whom call America their home. This number puts the United States ranking third worldwide for largest Hispanic populations, with Mexico and Colombia holding the first and second ranking respectively (Pew Hispanic Center, 2009). The Hispanic community is diverse in itself, although non-Hispanics may have panethnic views of the group as simply Latino or Hispanic, this group is made up of Mexican Americans, Puerto

Hispanic groups of all origins have a profound interest when relocating to the United States. Hispanic groups such as Mexican Americans, Puerto Ricans, Cuban Americans and Central and South Americans share the same common interest of prosperity and a future for their families. Language of these groups is commonly Spanish speaking and they relish with religion of the Roman Catholics and Protestant faith. The United States Census Bureau shows different percentages in poverty and the differences of these groups acquiring the English language separately. The Pew Hispanic Center offers information of each of these Hispanic groups unemployment rate in the United States. The Cuban Americans and the Puerto

Buenrostro emphasized the idea of Latino children being the majority ethnicity population attending K-12th California public schools. Documenting his research process Buenrostro demonstrated many statistics on school enrollment and challenging academic performance that Latino students from grades K-6th are facing. Buenrostro ultimately concludes that the results provided in this factsheet will help school districts and board members take action and come up with an idea on what can be improved in order to help these particular students succeed and obtain necessary resources. Ultimately, this fact sheet represents an important contribution to my research topic because it addresses numerous ideas about the education system in Latino students.

On the other study conducted by Waldron, the results show that children with learning disabilities did poor on math compared to children without learning disabilities. Programs to help children with learning disabilities improve in math should be enforce in every school to help these children succeed. The dropout rate on children with learning disabilities was 14.1 percent on a longitudinal study conducted by Doren. The reason for dropouts was that children with learning disabilities felt they were not compatible academically as children without learning disabilities. They felt disadvantaged compared to the other children. This shows that children with learning disabilities are in greater danger to dropping out of school. Programs designated for children with learning disabilities to help them on their reading, math, and writing would drop the rate and help those students graduate