What are some factors that could cause over-identification, under-identification and/or misidentification of English Learners in Special Education? by Diane P Tutin

2024-11-26 16:00:36 UTC

language barrier being misconstrued as lack of comprehension

eb116_1 — 2024-11-26 16:00:56 UTC

Only allowing students respond to questions in English for example, therefore what is just a need for more vocabulary is misidentified as an inability to comprehend.

dv101_1 — 2024-11-26 16:01:10 UTC

struggling with expressing their thoughts/responses in english

aa111_3 — 2024-11-26 16:01:19 UTC

Shy/quiet students may mask their struggles better.

ba100 — 2024-11-26 16:01:44 UTC

Students who are not speaking English in classrooms

eb116_1 — 2024-11-26 16:01:57 UTC

Large class sizes may not allow teachers to identify where their students need more support.

dv101_1 — 2024-11-26 16:02:13 UTC

These two concepts seem to be framed exclusive from each other so, your student is either an EL OR has a disability

2024-11-26 16:02:25 UTC

thinking that their struggle to advance comes from under-achievement or because of the language not being their first

2024-11-26 16:02:31 UTC

neurodivergence/mental disabilities being overlooked --> only observing physical disabilities as needing special education

kk106_1 — 2024-11-26 16:02:32 UTC

language learners underperform on assessments due to the set up of exams/language barrier

sw115_1 — 2024-11-26 16:02:55 UTC

Students who are shy to speak up in either language may be misinterpreted as not comprehending content

ba100 — 2024-11-26 16:03:04 UTC

In large classes students can blend in and not get the support they need

eb116_1 — 2024-11-26 16:03:16 UTC

Only offering one type of exam rather than looking at the whole child and all of their knowledge.

aa111_3 — 2024-11-26 16:03:20 UTC

Content that doesn't tap into the individual student's experience. e.g., Lack of knowledge about American pop culture for immigrant students on assignments is misconstrued

2024-11-26 16:03:22 UTC

students who struggle with writing

2024-11-26 16:03:51 UTC

Not distinguishing what is a comprehension versus a reading (ie. phonics) stuggle

kk106_1 — 2024-11-26 16:03:58 UTC

teachers give more space/attention to "louder" students which mean shy students can be overlooked or ignored especially if there is only one teacher in the classroom

sw115_1 — 2024-11-26 16:04:01 UTC

students who have a strong general vocabulary but not a strong academic vocabulary may be misinterpreted as proficient when they need academic support

aa111_3 — 2024-11-26 16:04:11 UTC

Poor observation by school staff (lack of training)

dd103_1 — 2024-11-26 16:04:15 UTC

Teachers may not be making an effort to communicate with students who are more quiet in class

sw115_1 — 2024-11-26 16:04:17 UTC

misinterpreting shyness as a lack of ability

2024-11-26 16:04:51 UTC

only completing one assessment --> students having a bad testing day and aren't able to access their full expanse of knowledge

ba100 — 2024-11-26 16:05:34 UTC

Students that can hide their struggles in a classroom

2024-11-26 16:05:40 UTC

people may see disorganized as a trait that any student may have, but students who are disorganized due to a disability might need more attention so they don't fall through the cracks

aa111_3 — 2024-11-26 16:05:46 UTC

Standard assessments for reading proficiency

kk106_1 — 2024-11-26 16:06:15 UTC

teachers are spread thin and don't have time to give each student proper or individualized evaluation

2024-11-26 16:06:18 UTC

students who struggle with picking up certain concepts might just be slower learners and need more practice/more time

ha103 — 2024-12-02 01:16:26 UTC

Students who are able to display their knowledge of a subject in their native language, but not in English

ha103 — 2024-12-02 01:24:17 UTC

Students may have a learning disability that is not visibly seen, causing teachers to not consider that they may need specialized support.

ha103 — 2024-12-02 01:27:06 UTC

A student may not perform well on a standardized test despite understanding it outside of that context.