Program
Special Education M.A.
Number of Pages
59
Year Approved
2025
First Advisor
Meghan Cavalier
Second Reader
Julie Winn
Abstract
This thesis explores the over-identification of learning disabilities among African immigrant English Language Learners (ELLs) in U.S. schools, examining both the individual and systemic factors contributing to disproportionality. By reviewing existing literature, the study identified five major factors: assessment and diagnostic bias, teacher knowledge and beliefs, contextual and school-level factors, structural inequities, and evidence gaps in research, revealing that overidentification often arises from the intersection of these factors. The review also highlights evidence-based solutions, including culturally and linguistically responsive assessment, continuous teacher professional development, family and community engagement, structural and policy reforms, and improved research practices. While limited by the scarcity of literature focused specifically on African immigrant populations, this thesis highlights the urgent need for inclusive, data-driven, and equity-oriented practices in special education identification and policy.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Banire, O. K. (2025). Overidentification of Learning Disabilities Among African Immigrants English Language Learners [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1228
Terms of Use and License Information
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