It is not possible to diagnose an ESL/ELL student for a learning disability; the standardized tests would be invalid due to lack of English
The truth is... Some tests given to test for special education may not be the best choices for ELL students but there are many other alternate ways to diagnose these students. Some of these tests would be non-verbal, comparative studies, observation, and also input from other teachers who interact with the ELL students such as specialists and parents (2009).
According to Echevarria, Vogt, & Short, 2014, “In contrast to those English learners who have well-developed literacy skills in their primary language, other students enter U.S. schools with little or no reading instruction in their primary language, or they find reading and writing very difficult. These students are often referred to special education programs inappropriately, when other interventions may be more appropriate, such as longer exposure to high-quality, scaffolded instruction; more direct, small-group, or individual instruction; or referral to a reading specialist” (Echevarria, Vogt, & Short, 2014, p. 240).
Most of the ELL students that get referred to special education are for reading problems. Teachers and other school workers need to give accurate assistance to ELL students in reading before classifying these students as needing special education services. There are many issues to consider when possibly placing an ELL student in a special education program. Some of these issues include overrepresentation, underrepresentation, cultural differences, underachievement, increased inclusion, better training for school personnel, and the need for improved teaching (Echevarria, Vogt, & Short, 2014, p. 249-250).
According to Echevarria, Vogt, & Short, 2014, “ In determining whether a student qualifies for special education services, we need to ensure that the student has been provided ample opportunity to respond to effective instruction and intervention and that an appropriate process of progress monitoring and intervention has been followed” (Echevarria, Vogt, & Short, 2014, p. 253). We need to make sure we are testing ELL students in a fair way before just assuming they need special education services. There are many different strategies that can help develop ELLs reading and writing proficiency. Teachers need to be trying these strategies before assumptions are made.
According to Echevarria, Vogt, & Short, 2014, “In contrast to those English learners who have well-developed literacy skills in their primary language, other students enter U.S. schools with little or no reading instruction in their primary language, or they find reading and writing very difficult. These students are often referred to special education programs inappropriately, when other interventions may be more appropriate, such as longer exposure to high-quality, scaffolded instruction; more direct, small-group, or individual instruction; or referral to a reading specialist” (Echevarria, Vogt, & Short, 2014, p. 240).
Most of the ELL students that get referred to special education are for reading problems. Teachers and other school workers need to give accurate assistance to ELL students in reading before classifying these students as needing special education services. There are many issues to consider when possibly placing an ELL student in a special education program. Some of these issues include overrepresentation, underrepresentation, cultural differences, underachievement, increased inclusion, better training for school personnel, and the need for improved teaching (Echevarria, Vogt, & Short, 2014, p. 249-250).
According to Echevarria, Vogt, & Short, 2014, “ In determining whether a student qualifies for special education services, we need to ensure that the student has been provided ample opportunity to respond to effective instruction and intervention and that an appropriate process of progress monitoring and intervention has been followed” (Echevarria, Vogt, & Short, 2014, p. 253). We need to make sure we are testing ELL students in a fair way before just assuming they need special education services. There are many different strategies that can help develop ELLs reading and writing proficiency. Teachers need to be trying these strategies before assumptions are made.