Overrepresentation of English language learners (ELLs) in special education is a current problem. Urban school professionals indicated that inappropriate placement is linked to a multiplicity of factors. Scarce data exist regarding the relationship between school professional efficacy beliefs, the availability of bilingual programs and personnel for ELLs, and successful academic outcomes. School employees are still confused about the proper placement of English language learners (ELLs). What is enough time to acquire a second language and learn with success? Without other substantial program choices, children are referred to special education. Furthermore, many students in need of special education may be overlooked and remain in ESL programs for their entire school career. The aim of this study was to identify the role staff member’s efficacy plays in the proper determination of an ELL with a language difference or disability. Child study team (CST) members ( ) working with a large Hispanic ELL population participated in semistructured interviews to determine the role their efficacy beliefs exert during assessment of linguistically diverse students. Overwhelmingly, staff members noted that they did not feel competent when making decisions regarding ELLs. Therefore, staff members placed the children into special education each time. The practice implications come from the prominent themes that include significant in-district professional development on second language acquisition, facilitation of second language through use of first language through bilingual staff, and committed bilingual programs to meet ELL needs. Additionally, universities must provide coursework that furthers second language acquisition theories and strategies for all teacher candidate programs.

中文翻译：

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在特殊教育中识别西班牙裔英语学习者

当前，在特殊教育中英语学习者（ELL）人数过多的问题。城市学校的专业人员指出，不适当的安置与多种因素有关。关于学校专业效能信念，双语课程和ELLs人员的可用性以及成功的学业成绩之间的关系的数据很少。学校员工仍然对英语学习者（ELL）的正确位置感到困惑。有足够的时间学习第二语言并成功学习？在没有其他实质性方案选择的情况下，儿童将接受特殊教育。此外，许多需要特殊教育的学生可能会被忽略，并在整个学校职业生涯中仍处于ESL课程中。这项研究的目的是确定工作人员的效能在正确确定具有语言差异或残疾的ELL中所起的作用。与大量西班牙裔ELL人群一起工作的儿童研究小组（CST）成员（）参加了半结构化访谈，以确定他们的效能信念在评估语言多样的学生期间所发挥的作用。绝大多数工作人员指出，他们在做出有关ELL的决定时感觉不称职。因此，工作人员每次都会对孩子进行特殊教育。实践的含义来自于突出的主题，这些主题包括在第二语言习得方面在地区内的大量专业发展，通过双语人员使用第一语言来促进第二语言的发展，以及致力于满足ELL需求的双语计划。