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→ELLs with disabilities: For this edit I expanded on information in the ELLs with disabilities section. I elaborated on what factors could contribute to academic difficulties. While doing this I also added a reference. |
→ELLs with disabilities: I updated the reference since the link was not working before. The citation now takes you to the page where the specific learning disabilities could be found. |
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Researchers have found that there is a disproportion in ELL students identified into special education.<ref name=":2" /><ref name=":4" /> There can be an overrepresentation where ELL students can be qualified into special education services but do not truly have a disability, or there can be an underrepresentation where a disability exists but the ELL student is not qualified into special education because it is deemed a language development related issue.<ref name=":4" />'''<ref>{{Cite web|date=2016-06-10|title=Challenges in Special Education Identification for ELLs|url=https://www.colorincolorado.org/special-education-ell/identification|access-date=2021-10-16|website=Colorín Colorado|language=en}}</ref>'''When determining the reasoning behind academic difficulties, areas such as standardized tests, observation and parent involvement have been considered to determine the struggle of the student.<ref>{{Cite web |title=Supporting Academic and Affective Learning Processes for English Language Learners with Universal Design for Learning |url=https://www.jstor.org/stable/44984766}}</ref> Although assessments in schools are the common, the reliability of this in terms of language proficiency and learning disability can be questionable considering their limitations.
Most ELL students qualify under the [[specific learning disability]] or [[Emotional and behavioral disorders|emotional disturbance]] categories.<ref name=":4" /><ref name="WIDA">{{Cite web |last=WIDA |date=May 2017 |title=
== Enriching the classroom environment ==
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