May 2004 — Web/Net
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Special Education Migrant Students and the Need for a National Migrant Student Tracking Database
There are, however, lawmakers that see the need. Rubén Hinojosa, a congressman from Texas, recognizes that "education is the passport to the future for every child" (Rocha 2002). The bill that Hinojosa is trying to pass into law would provide "funding for the creation of a student tracking system that will foster bilingual research and better support [for] Migrant Education Programs" (Rocha 2002).
Furthermore, Warger and Burnette (2000) indicate that "children from culturally and linguistically diverse backgrounds comprise a large percentage of public school students. Diversity is increasing, and one of the most troublesome issues associated with its growth is the overrepresentation of minority children in special education." This is significant because it again implies that there may be inappropriate placements of students into special education when the child may simply need a stable lifestyle. The placement is inappropriate for the student, and is not beneficial if his or her needs are being misidentified. Thus, their needs can be met if there are appropriate and consistent placements of students into special education. This consistency needs to be followed with the student as he or she moves from school to school.
Conclusion
Although there seems to be a lack of current research on the merits of a migrant student database, a national migrant tracking system will have the ability to positively impact the future of our migrant students. As educators, our migrant student population needs to know that that they are valuable. Migrant students must also know that their value is more than that of gold. Our education system is seriously shortchanging migrant students by not providing the continuity of services that a national migrant student tracking system would provide. In the words of Cesar Chavez, "We Mexicans here in the United States, as well as all other farm workers, are engaged in a struggle for the freedom and dignity which poverty denies us" (Falstein 1994). Equal access to education is the best prescription to combat poverty and give dignity. Because we now have the technology to achieve a successful national migrant student tracking system, we must take advantage of this exceptional tool. We need to use this technology to provide equal access to our migrant population among those who are also special education students.
References
Falstein, M. 1994. Freedom Fighters: Cesar Chavez. New Jersey: Globe Fearon.
Kindler, A. 1995. "Education of Migrant Children in the United States." National Clearinghouse of Bilingual Education. Fall. Online: www.ncela.gwu.edu/pubs/directions/08.htm.
Knoblauch, B., and B. Sorenson. 1998. "What Disabilities Entitle a Child to Special Education?" ERIC Clearinghouse on Disabilities and Gifted Education. Online: www.ed.gov/databases/ERIC_Digests/ed429396.html.
Lozano-Rodriguez, J., and J. Castellano. 1999. "Assessing LEP Migrant Students for Special Education Services." ERIC Clearinghouse on Disabilities and Gifted Education. Online: www.ed.gov/databases/ERIC_Digests/ed425892.html.
