English-language learner: Difference between revisions

Revision as of 16:04, 10 May 2024

Revision as of 16:07, 10 May 2024

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Of the 5 million ELL students in the 2019–2020 school year, 15.3% of these or 766,600 were identified with disabilities and qualified for special education services.<ref>{{Cite web|title=COE – English Language Learners in Public Schools|url=https://nces.ed.gov/programs/coe/indicator/cgf|access-date=2021-10-16|website=nces.ed.gov|language=en}}</ref> ELLs with disabilities follow the same path to receiving services for special education: academic struggle is observed by those working with the student, the student is referred to a team of professionals for intervention and/or assessment, if a disability is found they are then placed in special education programming for support.<ref name=":3" />

Researchers have found that there are disproportionate numbers of in ELL students identified as in need of special education.<ref name=":2" /><ref name=":4" /> There can be overrepresentation where ELL students are qualified into special education services due to underlying language issues but do not truly have a disability, or there can be underrepresentation when a disability exists but the ELL student is not qualified into special education because a disability is assumed to be 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>'''WhenInformation determiningfrom thestandardized reasoningtests, behinddirect academic difficultiesobservation, areasand suchparent asfeedback standardizedare tests,used observationto anddiagnose parentthe involvementroot havecauses beenfor consideredlanguage tolearning determinestudents thewho struggle of thewith studentacademics.<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 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 [[speech and language impairment]] categories.<ref name=":4" /><ref name="WIDA">{{Cite web |last=WIDA |date=May 2017 |title=Identifying Multilingual Learners with Specific Learning Disabilities: Data, Advice, and Resources for School Teams |url=https://wida.wisc.edu/sites/default/files/resource/FocusBulletin-Identifying-Multilingual-Learners-Specific-Learning-Disabilities.pdf |website=WIDA}}</ref> According to [[WIDA Consortium|WIDA]], states with the highest identification of ELLs with disabilities, the specific learning disability category is the highest category for special education qualification. (See the "WIDA Focus On: ELLs with Specific Learning Disabilities" fact sheet]<ref name=WIDA/> for a detailed map breakdown by state on percentages of ELLs identified into this category.) Although a language barrier is present, when classifying the disability or impairment intrinsic and extrinsic factors considered are: