In order to understand the criminal creation of Limited English Proficient (LEP) disability students, specifically, the criminal creation of ESL special education students, based on an inability to speak English, one must understand the criminal conspiracy against rights steps involved. To this end, an examination of the recently created LEP student disability non-validated diagnosis will be discussed first. This disability is called the Specific Language Impairment disorder.
SLI stands for Specific Language Impairment. The SLI disability creation is the key part of a new criminal money laundering project created to classify non special education Limited English Proficient ( LEP) students into disability students so criminal money laundering school districts can increase funding under the disguise of special needs expenditures. Please see: http://schools.nyc.gov/Academics/ELL/default.htm
This criminal disability creation and phenomenon is directed and inflicted in school districts throughout the states via the Special Education Expenditure Project (SEEP). This entity is led by the American Institutes for Research. A separate article will be written summarizing these eugenic groups acting under the guise of research.
The criminal masterminds in the above SEEP study brainstormed the creation of SLI to target and create disability LEP students, based on their temporary inability to speak English. The creation of the Specific Language Impairment fictitious disability and disorder is consistent with research documented by doctors and researchers who created the Disease Mongering Engine.
In summary, the Specific Language Impairment fictitious disability diagnosis is a non validated disorder creation based on grammatical mistakes made by students learning a second language. The SLI project targets LEP students for special education placements in contravention to documented communicative and linguistic achievement research.
The New York City Department of Education is criminally labeling LEP Students as disability students based on the Specific Language Impairment creation. The SLI disability diagnosis creation is based on labeling LEP students as special education based on their temporary lack of linguistic competence in English.
Using the SLI creation, LEP students are criminally diagnosed as disability students based on a temporary inability to speak, read, or write in English without numerous errors in grammar and English usage. In addition, LEP students are being criminally classified as disability students due to grammatical mistakes made that are usually not those of native speakers of English, but of someone experiencing a great deal of interference from another language system.
One of the hallmarks of SLI second language learner student exploitation, is the classification of the misuse of the be verb and ed phonetic sounds, as part of this fictitious disorder. These are clear cut second language learner grammar and pronunciation problem areas that have been conquered in a matter of time using appropriate ESL methodology and instructional material noted in non ambiguous ESL/ELL curriculum guides.
In summary, the SEEP criminals at the top of the money laundering spiral, took the authentic NYS Core Curriculum for Teaching English as a Second Language, studied the problems of second language learners, and criminally turned the natural language learning temporary discrepancies, into a SLI disorder. Please see the non validated SLI symptom creation exhibit below.
The SEEP criminals, the NYC Department of Education Leadership and the SLI plausible deniability collaborators, have obstructed the rule of law embedded in the equal education principle. They have each, individually and collectively conspired against the God given and manmade rights of second language learners. They have made a mockery of public education in contravention to every equal education principle made in Brown v. Board and Lau v. Nichols lawsuits.
The mockery of education is noted in the Lau decision as:
"Basic English skills are at the very core of what public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education."
In closing, each of the above noted education entities have criminally profited off of the unregulated creation of fictitious disabilities and disorders that generate high funded Limited English Proficient disability students. There is and has been no regard for the students or the education community. The prioritization is in organized hate crime at the expense of Limited English Proficient student’s lives. Do something today to stop this. Please use the contact list noted at: http://www.examiner.com/esl-in-new-york/are-english-language-learners-disabled-solely-because-of-temporary-limited-english-proficiency
References:
The New York State Core Curriculum for English as a Second Language in the Secondary Schools. New York State Education Department, Albany. Bureau of Bilingual Education. https://docs.google.com/fileview?id=0B6jyGBYPELFJOGY5ODdiNGMtNGUzNi00ZDQ2LWI5MzctNDRlN2RhNjRmZWU0&hl=en
Krashen, S. (1982). Principles of first and second language acquisition. Oxford: Pergamon.
SEEP ELL Propaganda: The Criminal Disability Creation Leadership
and
What NYS laws govern and finance English language learner public education programs?
Understanding the legacy of ESL and bilingual instruction governance
Did the legal right to ESL and Bilingual Education commence with Brown v. Board of Education?
Exhibit:
Non Validated SLI Symptom Creation
Excerpt
Morphology in SLI
“ Symptoms include the use of short sentences, and problems producing and understanding syntactically complex sentences. SLI is also associated with an impoverished vocabulary, word finding problems, and difficulty learning new words, whereas the basic tasks for development of phonology and syntax are completed in childhood, vocabulary continues to grow in adulthood.
One of the hallmarks of SLI is a delay or deficit in the use of auxiliary verbs (e.g., be, do) and other grammatical morphology (e.g., third person singular -s, past tense -ed). They omit function morphemes from their speech long after age-matched children with typical language development show consistent production of these elements…”
***** Please note many journalists discredit Wikipedia, but LEP students are living and suffering the ramifications of the above documented information. Do not underestimate Wikipedia despite many articles written under plausible deniability.
Check out our Disease Mongering Engine where you can instantly generate your own fictitious diseases and disorders!
CRIMINAL INSANITY ELL/ESL PROGRAMMING
http://schools.nyc.gov/Academics/ELL/default.htm
SCHOOL REFORM GRANTS THAT KILL AND CRIMINALLY DISABLE,
STOP USING EDUCATION GRANTS TO FINANCE SCHOOL BASED VACCINE INFECTIOUS DISEASE DISSMENINATION CLINICS, STOP THE CREATION OF DISABILITY STUDENTS. SAVE THE CHILDREN, THE NEXT GENERATION! STOP THE CREATION OF DISABILITY STUDENTS. READ!
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