why can’t this student read? he doesn’t speak english. how will i test him? he is not learning...
TRANSCRIPT
Why can’t this
student read?
He doesn’t speak
English. How will I test him?
He is not learning as quickly as the other
ELLs are. Could it be a learning disability?
F
Language Acquisition or Learning Disability?
Indicators for Informed Opinions
Diane JacobsonMinnesota English Language Educators November 2014
ESL?ELL?EL?
Preview• Challenges in assessing ELLs• Non-discriminatory evaluation options• Discussion and application
Individuals with Disabilities Education Act (IDEA) states:
. . . an imperfect ability to listen, think, speak, read, write, spell. . .
not. . . environmental, cultural, or economic disadvantage
(1997/2004)
Challenges
Is it a Learning Disability (LD) or Language Acquisition (LA)?
LD LA
Slow speech development
Pronunciation problems
Difficulty following simple directions
Difficulty understanding questions
Difficulty expressing needs
Difficulty staying on task
Trouble interacting with others
Not making eye contact
Challenges
LD LA
Slow speech development x x
Pronunciation problems x x
Difficulty following simple directions x x
Difficulty understanding questions x x
Difficulty expressing needs x x
Difficulty staying on task x X (cultural)
Trouble interacting with others x x
Not making eye contact x X (cultural)
Is it a Learning Disability (LD) or Language Acquisition (LA)??
Challenges Klingner, Hoover, Baca 2008
I Q tests• Non-verbal• Verbal
Lack of non-discriminatory formal
testing options• Native Language tests (IQ Tests)
o Not developed for bilingualso Not normed for bilingualso Not Valid, Not Reliable
• Nonverbal IQ testso Predictive validity is not as high as verbal tests
(Cleary, Humphreys, Kendrick, & Wesman, 1975)
• Use of trained translatorso Validity and reliability may be adversely affected
• Use of non-trained translatorso Destroys validity and reliability
L1(Spanish)
English
Challenges
IDEA (2004)
“tests must be non-discriminatory”
Evaluations
Evaluations at the Classroom Level
• Focus on Student’s strengths
Evaluations
Evaluations at the Classroom Level
• Focus on Student’s strengths• Observation• Conversation samples• Storytelling• Story re-telling
Evaluations
John Wolfe and Rita Platt’s
CBM3DCurriculum Based Measures, 3
Domains
http://www.mplsesl.wikispaces.com/
Evaluations at the Classroom Level
• Focus on Student’s strengths• Observation• Conversation samples• Storytelling• Story re-telling• Portfolios• Curriculum based assessment• Family interview
Evaluations
Is Cultural Bias a Factor?
• Ask - - how many ELLs are being referred?• Consider the possibility that behaviors are normal
(handout)
Evaluations
Requirements for a FIE for an ELL Yes?
Does the problem exist across contexts (gen. ed. Class, ELL class, and at home)?
X
Has the family been involved and voiced concerns? X
Is the student unable to follow directions in his first language? X
Is the student unable to read in his first language after receiving instruction?
X
Do native speakers of the student’s first language have trouble understanding the student?
X
Has the student’s progress been significantly different from peers that started at the same level of English proficiency and received comparable instruction?
X
Are there NO other variables (like school attendance) that could explain the child’s difficulties?
X
Ortiz and Yates (2002)
Personal Application• In groups with 3 or 4 people, discuss:
o Have you had a student who you suspected of having a LD?• What did you do?• What was helpful/not helpful as you worked through
the issues?• What would you do differently?
Excellent Resources Why Do English Language Learners Struggle with Reading?: Distinguishing Language Acquisition From Learning DisabilitiesEdited By: Klingner, Hoover, and Baca (2008)
Conclusion
Communication Disorders in Multicultural and International PopulationsDolores E. Battle (2012)
Why does it really matter?
After 3 years of special education services, Hispanic students diagnosed with learning disabilities had actually lost ground. Their IQ scores were lower than they had been at entry into special education, while their achievement scores were at essentially the same levels as they had been.
Ortiz and Yates (2002)
Conclusion
Resources• Artiles, Alfredo et al. “English-Language Learner
Representation in Special Education in California Urban School Districts.” Racial Inequality in Special Education. Ed. Losen, Daniel and Gary Orfield. Cambridge, MA: Harvard Education Press, 2002. 117-36. Print.
• Klingner, Janette, John Hoover, and Leonard Baca. Why Do English Language Learners Struggle With Reading? Thousand Oaks, CA: Corwin Press, 2008. Print.
• Ortiz, Alba and James Yates. “Considerations in the Assessment of English Language Learners Referred to Special Education.” English Language Learners with Special Education Needs. Ed. Artiles, Alfredo and Alba Ortiz. Illinois: Delta Systems Co, 2002. 51- 64.
