8 Risks to English Language Learners in Special Education
When a child has a learning difference, parents face challenging questions.
“What is causing my child’s struggles?”
“What services can help them succeed?”
“Does the IEP team understand my student’s needs?”
When a language barrier exists between the family and their school, these questions become increasingly complex.
To ensure that English Language Learners (ELLs) are provided an appropriate education, it is critical that parents and educators be aware of the following risks:
ELLs are over-diagnosed
ELLs are overrepresented in special education, as they are more likely to be diagnosed with learning disabilities and less likely to be placed in the least restrictive environment compared to native English speakers. Many ELLs are mistakenly diagnosed with learning disabilities when their struggles are actually due to limited English proficiency, or other needs that have not been identified, such as requiring glasses. For example, a child may not answer questions in class because they’re self-conscious about speaking in English, but the teacher may see this as a red flag for speech delay or auditory processing disorder.
2. Their needs can be hard to identify
Ironically, the second risk to ELL students is the opposite of the first: it is also common for educators to overlook signs of learning disabilities among ELL students. They might not consider dyslexia or visual processing disorder being the cause behind their student’s struggle with reading, as they may assume the child only needs more exposure to English and English as a Second Language (ESL) services. In scenarios like this, the student would be forced to continue struggling without receiving appropriate supports for their learning disability. Diagnostic testing from a bilingual Educational Psychologist can help families receive a clear diagnosis and secure appropriate interventions for their ELL student.
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3. Incorrect placement is common
Many well-meaning teachers refer ELLs to special education because they do not feel confident in their ability to support them. While special education can be immensely beneficial for ELL students with eligible conditions, placing an ELL in special education when it isn’t warranted hinders academic progress in several ways; it can make them feel unnecessarily stigmatized, it reduces their exposure to the core curriculum, and it limits the type of education that ELLs need to bolster English proficiency.
4. They can be deprived of bilingualism
There are many harmful myths about ELLs, one of which is that ELLs with learning disabilities should only be taught in English. The misguided reasoning behind this myth is the fear that teaching in 2 languages will confuse them and further delay their academic growth. However, research has shown that students with learning disabilities, both mild and severe, advance further when they are taught in both languages.
5. Their gifts can go unrecognized
ELLs bring unique skills and talents that should be consistently recognized, but these gifts are at risk of being overlooked when so much attention is placed on their limitations. ELLs often enrich their classrooms with diverse background experiences, broad perspectives, and sophisticated socioemotional skills regarding body language and tone. Whether the student is in a general education classroom setting or receiving special education, it’s important for teachers to actively acknowledge and celebrate their unique gifts.
6. Success can be camouflaged
Sometimes, an ELL is learning more than their teachers perceive. For example, a teacher might ask, “what is a word that starts with, ‘C’?” The ELL student might say, “gato,” – the Spanish word for “cat.” If the teacher does not know the meaning of the word, “gato,” they might respond with, “No, that word starts with a ‘g’ sound,” not realizing that the student was actually thinking of an English word that did start with, “C.” These types of incidences can contribute to the teacher developing a misleadingly low perception of the students’ abilities, and the student feeling defeated and frustrated.
7. Some confuse English proficiency with intelligence
In interviews with ELL students, many kids have said they wished their teachers would remember that they are smart. A harmful misconception is that limited English proficiency indicates a lack of intelligence. In reality, one’s English proficiency is not related to their intelligence level, which is true for students with and without learning disabilities. It is critical that teachers work to separate what the student knows versus what they can explain in English. Awareness and sensitivity to this separation is essential for the student’s confidence and growth across subjects.
8. Evaluations are often delayed
Because it can take 5-7 years for a student to become proficient in a new language, schools often wait between 1 to 7 years before evaluating ELL students for special education eligibility. This leaves ELLs vulnerable to going years without having their disabilities identified. Parents can pursue an Independent Educational Evaluation (IEE) to have testing conducted sooner, as early identification can greatly increase a student’s likelihood of academic success.
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How Variations can Help
The Doctors at Variations Psychology represent a diverse team of multilingual educational specialists from diverse cultural backgrounds. Our team understands the academic risks and needs of ELL students, and can provide you with educational consulting and diagnostic testing to guide you toward securing appropriate support.
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References:
Becker, G.I. (2019). Identification of Hispanic English Language Learners in Special Education. Hindawi Education Research International. Retrieved from https://www.hindawi.com/journals/edri/2019/2967943/
Determining Special Education Eligibility – Other Health Impairment (2021). Department of Education, Office of Special Education. Retrieved from https://www.education.ne.gov/wp-content/uploads/2021/08/Eligibility-Guidelines-Other-Health-Impairment-6.29.2021.pdf
English Learners (n.d.) California Department of Education. Retrieved from https://www.cde.ca.gov/sp/el/
Hamayan, E., Marler, B., Sanchez-Lopez, C., and Damico, J. (2007). Some myths regarding ELLs and special education. In Special education considerations for English language learners: Delivering a continuum of services (pp. 7–8). Philadelphia, PA: Caslon Publishing. ©Caslon Publishing. Printed with permission on Colorín Colorado, all rights reserved.
Klinger, J., Boelé, A., Linan-Thompson, S., Rodriguez, D. (2014). Essential Components of Special Education for English Language Learners With Learning Disabilities. Retrieved from DLD_PP-1_ELL-LD-2014.pdf (ldatschool.ca)
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Shinn. M.M. (2022). Understanding Least Restrictive Environment (LRE): A Parent’s Guide to Educational Placements. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/test-blog/understanding-least-restrictive-environment-lre-a-parents-guide-to-educational-placements
Shinn. M.M. (2022). Understanding Supports, Services, Accommodations, Modifications & Placements. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/understanding-supports-services-accommodations-modifications-placements
How to Cite This Blog Article:
Shinn, M. (2023). 8 Risks to English Language Learners in Special Education. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from www.variationspsychology.com/blogs/8-risks-to-english-language-learners-in-special-education