Content deleted Content added
Smoothed out the grammar. Removed a redundant sentence. |
Removed an unnecessary sentence pointing readers to a reference. |
||
Line 65:
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>'''Information from standardized tests, direct observation, and parent feedback are used to diagnose the root causes for language learning students who struggle with academics.<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>
Most ELL students with disabilities 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>
* Environment
| |||