Promoting the Educational Success of Children and Youth Learning English Promising Futures (2017) / Chapter Skim
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10 Dual Language Learners and English Learners with Disabilities
10 Dual Language Learners and English Learners with Disabilities
Pages 351-400
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From page 351... ...
2 When referring to young children ages birth to 5 in their homes, communities, or early care and education programs, this report uses the term "dual language learners" or "DLLs." When referring to children ages 5 and older in the pre-K to grade 12 education system, the term "English learners" or "ELs" is used. When referring to the broader group of children and adolescents ages birth to 21, the term "DLLs/ELs" is used.
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From page 352... ...
Despite the well-documented cognitive, educational, psychosocial, cultural, and work-related benefits associated with bilingualism (Collins et al., 2011; Kay-Raining Bird et al., 2016; Toppelberg, 2011; see Chapter 4 in this volume) , parents, teachers, health professionals, and policy makers often express unsubstantiated concerns and beliefs regarding the supposed negative effects of dual language exposure in children with disabilities and their presumed difficulty or inability to become bilingual (see Kay-Raining
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From page 353... ...
Policy Related to the Disproportionate Representation of ELs in Special Education The introduction to IDEA lists a series of findings that highlight the challenges educators face in referral, assessment, and service provision for children with limited English proficiency who are considered for or receiving special education services. It has been shown that students considered limited English proficient are disproportionately referred to and placed in special education.
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From page 354... ...
• Not due to cultural or intellectual development • Evidence suggests interventions differences, lack of • Interventions can have positive impact tailored to individual's patterns language proficiency, or (Vanderwood and Nam, 2007) of strengths/weaknesses can have inadequate instruction greater impact (Richards-Tutor et al., 2016)
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From page 355... ...
of unhappiness or • Placement patterns vary across groups at depression) regional, state, and school district levels • Distinctions in (Artiles et al., 2005; Bal et al., 2014; Fierros externalizing and and Conroy, 2002; Parrish, 2002)
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From page 356... ...
• ASHA further requires a comprehensive assessment that also includes case history, documentation of home language use and exposure history, language sampling, dynamic assessment (requiring follow-up over time) , systematic observation, and parent/teacher reports • Components are crucial for differentiation between language difference and LI
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From page 357... ...
social communication evidence suggests linguistic status and research supports use of applied and social interaction socioeconomic status of families play major behavioral analysis, little work has across multiple roles in detection and diagnosis been done on language of instruction contacts and restricted, • Underdiagnosed in DLL/EL families and and maintenance of L1 repetitive patterns of across racial/ethnic groups behavior, interests, or • Racial/ethnic group disparities in activities comorbidity with ID • Parents have difficulties accessing care and referrals and advocating for their children • LI is no longer a diagnostic criterion in DSM-5; absence of LI should not operate as a barrier to diagnosis SOURCE: Data from http://www.asha.org/PRPSpecificTopic.aspx? folderid=8589935327§ion=Assessment [November 1, 2017]
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From page 358... ...
. The prevalence of autism spectrum disorder (ASD)
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From page 359... ...
The study revealed that, compared with the middle socioeconomic status group, the higher socioeconomic status group was 25 percent more likely and the low socioeconomic status group 30 percent less likely to have a parent-reported diagnosis. The socioeconomic status gradients were also significant within the Hispanic, Asian, and African American groups, but importantly, prevalence rates were the same across ethnic/racial groups in the high socioeconomic status group.
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From page 360... ...
They have significant difficulty learning one language; hence, additional languages will make language acquisition more difficult for them. Dual language learners (DLLs)
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From page 361... ...
Given the high comorbidity of LI, specific learning disabilities (SLD) , and emotional/behavioral disorders (E/BD)
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From page 362... ...
For example, the pro portion of school districts in Arizona with EL overrepresentation rates in specific learning disabilities (SLDs) increased from 25 percent in 1999 to 51 percent in 2006 (Artiles et al., 2010)
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From page 363... ...
Evidence suggests that a small proportion (1.9%) of recent EL arrivals were placed in special education in grades 6-12 in California school districts (Artiles et al., 2005)
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From page 364... ...
In their recent "Dear Colleague" letter, they explain that DLLs/ELs considered to have a disability should be evaluated independently of their English language proficiency (U.S. Department of Justice and U.S.
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From page 365... ...
Such DLLs/ELs with disabilities may have been inappropriately identified as DLLs/ELs based on their disabilities. Research is needed, however, on what accommodations and alternative screeners would be most appropriate for measuring the English language proficiency of DLLs/ELs with disabilities (Shafer Willner et al., 2008, 2010)
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From page 366... ...
States also must adopt English language proficiency standards that cover four domains: speaking, listening, reading, and writing. English language proficiency standards must align with states' academic standards.
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From page 367... ...
Department of Education (2015) indicate that ELs with disabilities must be included in state annual assessments of English language proficiency for students with limited English proficiency.
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From page 368... ...
Department of Education (2014) explains that IDEA contains no provision that would authorize the IEP team to remove the EL designation before the student has attained English language proficiency based on standardized or alternative assessments.
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From page 369... ...
It has also been found that ELs tend to be overlooked for early reading interventions because of limited English proficiency (Limbos and Geva, 2001)
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From page 370... ...
programs, which can provide referrals and connections to health care access for at-risk DLLs/ELs, cannot be overemphasized. An important question for home visiting, ECE, health, and other professionals is whether they are accurately identifying all DLLs/ELs who have special needs and could benefit from early intervention services.
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From page 371... ...
Both options require that staff consult with others who are knowledgeable about child development, speak the child's language, and are familiar with the child's culture. Staff must collect data on what the child knows and is able to do in both the home language and English, and incorporate the family's perspective on
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From page 372... ...
. requires that school districts draw from a variety of sources in the evaluation process so that the possibility of error is minimized.
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From page 373... ...
Evaluation Approaches Research on distinguishing underlying disabilities from normal differences in language acquisition between DLLs/ELs and non-DLLs/ELs takes one of two approaches. The core premise of the first body of work is that the differentiation between learning disabilities and learning difficulties linked to L2 acquisition should rely on a systemic multipronged approach.
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From page 374... ...
Tier 1: Instruction and Screening Since RTI models presume adequate and appropriate instruction in general education, RTI teams need to ensure that each EL's language proficiency is documented, understood by teachers, and aligned with all instruction (Brown and Doolittle, 2008; Brown and Sanford, 2011)
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From page 375... ...
or Section 504 team include participants who have knowledge of the student's language needs and training in special education and related services, as well as professionals with training in second language acquisition and DLL/ EL services? Do these participants have the knowledge to recommend an education program or plan that provides the student with appropriate services and/or supports based on the student's disability and English language acquisition needs?
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From page 376... ...
ensure the provision of legally mandated English language development services to eligible students as part of general education and monitor their progress at least annually (Brown and Sanford, 2011)
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From page 377... ...
Quirk and Beem (2012) examined the relationship between oral reading fluency and reading comprehension among 171 ELs in grades 2, 3, and 5 and found fluency/comprehension gaps that appeared to vary by level of English language proficiency.
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From page 378... ...
• Early and ongoing screening of phonological processes as well as meaning-related skills (e.g., vocabulary, listening comprehension skills) needs to be implemented carefully with dual language learners (DLLs)
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From page 379... ...
Based on this evidence, they recommended that multiple criteria be used to identify nonresponders and that caution be exercised with respect to using formulaic decision-making models -- for example, by including students' educational experiences, opportunity to learn in the general education classroom in relation to their language proficiency level and cultural background, achievement in comparison with true peers, and access to literacy in the home. Theoretical and methodological questions concerning cultural and linguistic differences have also been raised (Artiles and Kozleski, 2010; Klingner and Edwards, 2006)
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From page 380... ...
. Factors that contribute to this situation include lack of health insurance; language barriers; an unrecognized need for services; and the intersection with low socioeconomic status, childhood adversity, and neighborhood violence (Alegria et al., 2015; Toppelberg et al., 2013)
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From page 381... ...
. Language Impairment Diagnosis of LI in DLLs/ELs can be complicated further by the fact that their language proficiency, with or without LI, can differ among their
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From page 382... ...
. Instruction and Assessment Specific Learning Disability A sizable body of research addresses instruction and assessment of DLLs/ELs and non-DLLs/ELs with SLD.
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From page 383... ...
The findings of this work are summarized in Box 10-11. BOX 10-11 Key Findings from Reading Intervention Studies in English Learners Richards-Tutor and colleagues (2016)
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From page 384... ...
Department of Education's What Works Clearinghouse revealed only eight intervention programs researched with ELs that had a positive effect on reading achievement and/or English language proficiency. In summary, Vanderwood and Nam (2007, p.
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From page 385... ...
Evidence indicates that early childhood education, home visiting, health, and other professionals are not identifying all DLLs/ ELs with special needs -- such as those with autism spectrum disorder and language impairment -- who could benefit from such programs. Conclusion 10-2: Growing up with two languages does not place dual language learners/English learners at greater risk for having a language impairment or other disability or when they have a disability, for com promising their language or cognitive development.
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From page 386... ...
. Within-group diversity in minor ity disproportionate representation: English language learners in urban school districts.
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From page 387... ...
. The Impact of Bilingual Education on English Language Acquisition Rates for English Language Learners, Including Exceptionalities.
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From page 388... ...
. Making Content Comprehensible for English Language Learners: The SIOP Model (3rd Edition)
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. English language learners who struggle with reading: Language acquisition or learning disabilities?
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From page 390... ...
. Effective ness of supplemental reading instruction for second-grade English language learners with reading difficulties.
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From page 391... ...
. Examining the relations between reading fluency and reading comprehension for English language learners.
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From page 392... ...
. Disproportionality in special education identification and placement of English language learners.
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From page 393... ...
. Questions and Answers Regarding Inclusion of English Learners with Disabilities in English Language Proficiency Assessments and Title III An nual Measurable Achievement Objectives.
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From page 394... ...
. Teaching English language learners at risk for reading disabilities to read: Putting research into practice.
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From page 395... ...
By watching, listening, and following the lead of his classmates who understood what the teacher was saying better than he did, Robby was able to participate in instructional activities, make some sense out of what he was supposed to be learning at school, and pick up a little English along the way. Although his parents had indicated on the language survey form, necessary for school entry, that his primary language was Spanish and that Spanish was the language used in their home, he was classified as a "fluent English speaker."9 So Robby's language skills were never assessed formally, and as a consequence, he received no instructional support for learning English during his first 3 years in school.
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From page 396... ...
Act, which the U.S. Congress passed in 2001, schools had to demonstrate that all students were making progress toward meeting their state's standards of full academic proficiency in such subjects as English language arts, math, and science by 2014.
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From page 397... ...
His parents were then notified by letter (in English) that Robby's classification as a "fluent English-proficient" student was being changed to "English language learner at Beginning Level B." His parents did not understand what this change would mean and were surprised that he had been classified as "fluent English-proficient" in the first place.
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From page 398... ...
? Or should he have been tested in English, for that matter, since his English language needs had been overlooked by the school?
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From page 399... ...
That being the case, the neighboring school districts could not enroll him because he lived outside their enrollment boundaries. As a result of the protracted struggle over his school placement, Robby began to show signs of anxiety and depression.
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From page 400... ...
Third, the results of the psychoeducational testing appeared to be flawed: even disregarding the questionable use of tests normed on native speakers of English with a child who was clearly an EL, it appeared that the district's school psychologist based her finding on two subtests that came at the end of the testing session -- the only two parts in which Robby's performance fell below the cut-off score. When another psychologist tested Robby again, he performed above the cut-off on equivalent tests.
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