How do you ensure ELLs with undiagnosed disabilities get the support they need and how does them being ELL make it harder to uncover underlying learning disabilities? by Joanna Flaer

Accommodating Learning Disabilities in the English Language Classroom. (n.d.). American English. Retrieved September 23, 2024, from https://americanenglish.state.gov/files/ae/resource_files/etf_59_1_pg02-11.pdf

joanna_flaer — 2024-10-20 15:07:20 UTC

This 2018 study highlights the importance of the training that teachers for ELLs should have. The authors first define learning disabilities and then go into describing why it is so hard to identify them within the ESL classroom. In that part of the article, they offer examples of symptoms that you an ESL student might exhibit that are also common among students with disabilities such as an ESL student having trouble with remembering sight words or struggling with phonological awareness. It has a guideline for how to ensure UDL in the classroom by giving strategies and framework options. Some of these include guided note-taking, having a daily schedule, and just paying attention to the overall vibe of the classroom and individual students. They also recommend scaffolding and give peer-assisted learning strategies such as partner readings and prediction relay. They end the article by saying it was written to bring attention to ESL learners with disabilities and to point out that English language teachers may not always have the resources necessary to identify those students. This article gives resources to help alleviate the stress that may come from trying to identify a student while also ensuring they aren’t being misdiagnosed.

Farr, W. (2019, February 6). Working With Dually Classified Learners. Edutopia. Retrieved September 23, 2024, from https://www.edutopia.org/article/working-dually-classified-learners/

joanna_flaer — 2024-10-20 15:09:35 UTC

This article introduces an instructional model called the Problem Based enhanced Language Learning model (PBELL). In this model, students work together to brainstorm topics and research them with the end goal of presenting them to an audience. It is of high importance that they are student-driven and fun. It also gives strategies on how to implement PBELL in the classroom on the individual level. So first you would have them paired up, whether it be based on small groups, pairs, or based on the primary language spoken. You would then have them research their topics and then have them fill out graphic organizers. They can use these to further brainstorm their ideas. After this step, you can give them sensory strategies that ensure all students can grasp better understandings. This article gives tips on how to bring real-life learning into the classroom and have relevant experiences for students.

Fowler, J., & Hooper, H. R. (n.d.). Identification, Assessment, and Instruction of English Language Learners with Learning Difficulties in the Elementary and Intermediate Grades. State Education Resource Center. Retrieved September 23, 2024, from https://ctserc.org/documents/resources/ELLs-with-special-needs.pdf

joanna_flaer — 2024-10-20 15:10:35 UTC

his is a guide on how to work with elementary and intermediate ELLs who may need help in reading and writing. It is also a tool to help differentiate whether the student in question is struggling with the material because they have a learning disability or struggling to grasp the concept simply because they are ELLs. It gives some background on the demographics of Ontario, Canada as this is where all the data comes from in this article. This article then goes on to answer typical questions that are frequently asked about ELLs with suspected disabilities. It gives charts and helpful prompting questions to ask yourself as you navigate the situation. It also offers an easy guide to follow if you suspect a student might have special education requirements and appropriate approaches that should be taken when it comes to classifying students. At the end of the article, it has a helpful dos and don’ts section that gives a really good summary of the main body.

Gehly, S. (2018, spring). Placement of Young English Language Learners ’ (ELLs’) in Reading Support: A Question of ELL Status or Learning Disability. N/t. https://jayscholar.etown.edu/cgi/viewcontent.cgi?article=1005&context=edstu

joanna_flaer — 2024-10-20 15:12:14 UTC

In this essay, Samantha Gehly is leading the discussion on the difficulties of classifying ELL students who may have learning difficulties outside of the struggles with learning a new language. Her main topics related to the educators' beliefs and experiences and their impact on their teaching, whether or not the educator is using evidence-based strategies to help ELLs in their reading achievement, and then finally the relationship between ELL students and their language status and a learning disability diagnosis. She also argues that ELL students should be placed in learning support services to address the reading deficits they are already experiencing from being ELL. It also helps with early identification and allows for early intervention to follow suit. She also brings up a study that found that education systems are lacking when it comes to identifying ELLs because limited language proficiency is very similar to difficulties in learning to read. Many of the articles and studies that are brought up in this article highlight the difficulties of trying to identify those ELLs who are struggling with a learning disability. The last few parts she discusses are methodologies that can help students and then the results of those methodologies. The second to last section is a discussion of the implications and limitations of ELLs and classifying them.

Identifying and supporting English learner students with learning disabilities: Key issues in the literature and state practice. (n.d.). ERIC. Retrieved September 23, 2024, from https://files.eric.ed.gov/fulltext/ED558163.pdf

joanna_flaer — 2024-10-20 15:32:50 UTC

This article is a study that sets out to prove that there is no one magical method that works for identifying ELL students with disabilities. It main goal is to answer frequently asked questions about the difficulties that can come with trying to identify ELL students and then to try and understand and address the common problems ELL students and English language teachers face. The study team also reviewed guidelines and protocols from 20 states with the highest populations of ELL students. They then used them to create and recommend ways to help identify ELL students with disabilities and how best to assist them in a way that works for them.

Miller, G. (2023, October 30). Learning Disability Diagnosis and English Language Learners. Child Mind Institute. Retrieved September 23, 2024, from https://childmind.org/article/learning-disability-diagnosis-and-english-language-learners/

joanna_flaer — 2024-10-20 15:33:28 UTC

This article is meant for the parents of the student who may be having difficulties in the classroom. It easily explains the process of what may happen if their child is an EL and also has a learning disability. It explains what happens and what steps to take after diagnosis of a learning disability. It also has a complete section that is about whether or not a student can be misdiagnosed and what that means for both parent and child. The final paragraph also explains the steps that come after an IEP meeting and the help a student will receive after diagnosis.

Ortiz, A. (n.d.). English Language Learners with Special Needs: Effective Instructional Strategies. Colorin Colorado. Retrieved September 23, 2024, from https://www.colorincolorado.org/article/english-language-learners-special-needs-effective-instructional-strategies

joanna_flaer — 2024-10-20 15:34:11 UTC

This is a very effective guide that gives many strategies to help with ELL students. My favorite ones mentioned are early intervention programs, clinical teaching, and peer or expert consultation. They also discuss having a good relationship with the surrounding community outside of the school and connecting with parents. The most important idea to take from this article is that if the child doesn’t feel supported then they won’t learn to their full potential. For the best outcome for all students, you should work with and not against the student.

Root, C. (n.d.). A Guide to Learning Disabilities for the ESL Classroom Practitioner. LD OnLine. Retrieved September 23, 2024, from https://www.ldonline.org/ld-topics/english-language-learners-ld/guide-learning-disabilities-esl-classroom-practitioner

joanna_flaer — 2024-10-20 15:34:38 UTC

This paper is about the difficulties of classifying ELLs with disabilities. It also discusses that learning disabilities can be inherited through genetics. It has sections on the challenges that come with trying to classify them and a chart that allows you to gauge the strengths, challenges, and comments of ELL students in areas like; Reading, writing, memory, listening, speaking, attention and getting ideas out.

Sanjur, M. (n.d.). Impact | Volume 26, Number 1 | Who Are English Language Learners with Disabilities? Search Our Work. Retrieved September 23, 2024, from https://publications.ici.umn.edu/impact/26-1/who-are-english-language-learners-with-disabilities

joanna_flaer — 2024-10-20 15:35:18 UTC

This paper defines what it is to be an ELL with a disability. It also states that there are many variations in SPED and ELL identification processes. There is also a challenge with the numbers for classifying ELLs. It is very hard to identify and classify those who are ELLs with disabilities. There are also considerations for programs and services that ELLs with disabilities can use.

Spear, L. (n.d.). Learning Disabilities in English Language Learners. Reading Rockets. Retrieved September 23, 2024, from https://www.readingrockets.org/topics/learning-disabilities/articles/learning-disabilities-english-language-learners

joanna_flaer — 2024-10-20 15:35:56 UTC

This article discusses identification and remediation tips to help ELLs and also ELLs with disabilities from being misdiagnosed or flying under the radar. They give patterns for you to look for such as a history of oral language delay in their native language, family history, and if the child has a specific language area problem such as phonological awareness. For remediation, they recommend an emphasis on English vocab development and using sheltered English techniques to aid in English language learning.

Ortiz, A. (Director). (2016). Under-identification: Why ELLs may not get the special education services they need [Film]. Colorin colorado. https://www.youtube.com/watch?v=dYEQtvd4ZLo

joanna_flaer — 2024-10-20 16:00:34 UTC

In this video special education professor, Dr. Alba Ortiz describes how under-identified ELLs are in special education the the barriers that they must face to be identified. She mentions how some schools often make teachers wait 2 to 3 years before trying to identify an ELL student even if the child is exhibiting problems as they want to be entirely sure it is not a cultural difference and is a disability issue. It is important to recognize that surface level, it makes sense but overall those 2-3 years of struggling can harm the child's growth and make it so they will almost never be able to catch up to their peers without a sever amount of intervention.

Shafer-Willner, L. (Director). (2016). There is no magic bullet in identifying or serving ELLs with disabilities [Film]. Colorin Colorado. https://www.youtube.com/watch?v=kGUmaWorabc

joanna_flaer — 2024-10-20 16:34:33 UTC

In this video we have Lynn from WIDA to talk about how to best support ELLs with disabilities in the classroom. She says "I wish there was a magic bullet to pinpoint the best strategy to help this student."

Unfortunately, there is no magic bullet to pinpoint exactly where the student is having issues in the classroom and whether or not it is based on a language barrier or a disability barrier. There is no way to tell what the problem is right away you have to sit and work with the student to be able to identify ways of helping them navigate both the new language and then the problems that come with the disability.

Klingner, J. (n.d.). DISTINGUISHING LANGUAGE ACQUISITION FROM LEARNING DISABILITIES. 10. https://whenl.weebly.com/uploads/4/9/5/2/49524833/language_acquisition_vs_learning_disability.pdf

joanna_flaer — 2024-10-24 20:48:15 UTC

This article is all about how to identify an ELL student who has a learning disability. it talks about the characteristics one might express when being a ELL with an LD and also case examples of what might constitute a student with an LD. the first case study shows that it might not be the student who is the issue but the teacher. She was yelling at them and not giving them visual cues to what she was talking about. They are beginning-level English learners who need visual cues to make those connections. Otherwise, they won't have a point of reference for what you are talking about. Another important thing about the article is that is has a chart that discusses the misconceptions of what an ELL or a person with an LD might be going through.