English-language learner: Difference between revisions

Revision as of 23:03, 26 April 2024

Revision as of 23:13, 26 April 2024

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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 [[Emotionalspeech and behaviorallanguage disorders|emotional disturbanceimpairment]] 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: