Culturally and Linguistically Diverse Learners with Special Educational Needs (LSENs): Towards Enriching Placement Procedures

Abstract

This study examined school practices in managing culturally and linguistically diverse learners with special educational needs (LSENs) as a basis for enriching placement procedures. A descriptive-correlational and comparative design was employed with 30 parent-respondents. Data were gathered through a researcher-developed questionnaire, validated by experts and revised through consultation with graduate-school professors and proposal-defense feedback. The four-point instrument assessed school practices in drill and practice activities in an LSEN classroom. Frequency count and percentage described the respondents’ profile; weighted mean summarized the assessments; Spearman’s rho examined relationships; and the Kruskal-Wallis test examined differences at the .05 level of significance. Most respondents were 35–39 years old (43%), female (77%), and parents (90%). The overall assessment of school practices was 3.24, interpreted as Often True of the School of My Child. Practice Activities obtained a higher sub-mean of 3.29, while Drill Activities obtained 3.20. The highest-rated practice was modifying teaching methods, assignments, and assessments to suit individual learning needs (M = 3.47). The lowest-rated items were the use of varied teaching methods and the use of literature and materials reflecting diverse cultures, languages, and perspectives (both M = 3.13). Most relationships between profile variables and school-practice assessments were weak or very weak. A significant positive relationship was reported between role in the family and Drill Activities (ρ = .384), while a significant difference was found for Practice Activities when respondents were grouped by role in the family (H = 4.79083, p = .029). The findings support continued strengthening of culturally and linguistically responsive practices and family-sensitive placement processes.