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→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. |
→ELLs with disabilities: I elaborated on the extrinsic and intrinsic factors when classifying a disability or impairment. |
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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=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:
* Environment
* The child as a whole
* Students' strengths during meaningful activities
* Student progression in relation to their peers
== Enriching the classroom environment ==
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