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QUESTION: ESL and Learning Disabilities:   

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QUESTION: ESL and Learning Disabilities:   

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b.) Are we misdiagnosing LDs in our ELL population?

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" It is imperative that English language learners who have exceptionalities be identified as soon as possible so that appropriate programming and placement can be arranged."

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"Strong similarities of surface behaviours may lead teachers to make incorrect assumptions about their learners."

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" It is important to recognize that ELLs will demonstrate exceptionalities (including giftedness) in similar proportions to the general population. However, it is often difficult to determine the nature of ELLs’ exceptionality before they are fully fluent in English".

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a.) Are we formally recognizing an LD in ELLs quickly enough in our classrooms despite the similar observable behaviours  that ELL and LD students display in the classroom?

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"[Assessments] should be administered in the student’s dominant language or with the assistance of a bilingual educator, whenever possible"

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"[Assessments] should take into account student's prior learning" - thought - how easy is this to truly understand? Students may have prior schooling that is very different than Canadian standards.

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"a gold standard would be to test in the two languages. And the reason you would test in those two languages is to give yourself a complete picture of what the student really understands and knows."

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observable behaviours can have causes related to either spec ed or ESL challenges - requires ability to see root of behaviour

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"When ELLs with limited prior schooling are several years out of phase with their age peers, educators may inadvertently assume that these students have special education needs when the difficulties that they are experiencing relate to their prior lack of opportunity for formal learning."

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"students may have special education needs that have not previously been identified, especially if they are from countries where these services do not exist or are very limited."

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"Canadian-born ELLs need strategies and practice to catch the subtle nuances and information in the text features and the questions and prompts that are characteristic of formal complex assessments. It is important with all large-scale, norm- and criterion-referenced assessments to ensure that students understand what is being required of them. "

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School Board has Very clear process:   School-Based Considerations Prior to Referral of English Language Learners to the School Based Collaborative Team - should catch LDs in a timely manner if followed

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It is a public system. Working in a school comprised of low-income families, private psycho educational testing is usually not an option. With our large list of students requiring an assessment, it can take YEARS. Perspective - current list is 32 students awaiting psyc testing at my school. Approx 4-5 assessments take place per year.

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No clear answer. Based on individual student, efficiency of school team, resources available to family, assessment needs of school.

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Dependent on the experience level of the psychologist

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Teachers making inaccurate assumption of LD and not supporting ELLs in correct manner for growth in language acquisition.

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Unable to find concrete answer, but leads to further questions and concern that we could be doing our ELLs a disservice and dis justice in making false assumptions along the way and perhaps not supporting them in the ways that are necessary for their language development while awaiting formal testing. This is a scary thought as formal testing can take years with the current wait times.

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Deep understanding  of English Language acquisition AND Learning disabilities required to be efficient in following correct avenues for student success.

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Assessments are taking place in English Language

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Instances of parent refusal for formal testing - despite all supports, explanation, information being given to families in first language a