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Ensuring Equity in Special Education: Culturally and Linguistically Responsive Approaches for ELLs
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2025-08
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This thesis capstone project investigates the misidentification of ELLs in special education and considers how CLR practices can increase the accuracy of the referral and evaluation process. Supported with current research, the study discusses key issues that contribute to the misidentification of ELLs, which include the use of monolingual assessments, the lack of bilingual evaluators, deficit thinking, and the lack of family voice. To address the challenges discussed, a two-hour professional development session was developed to guide and support educators through reflection, case analysis, and the creation of a CLR referral checklist. The PD session highlights collaboration in decision-making, equity in assessment strategies, and family engagement. The findings of the study recommend that when educators are equipped with culturally responsive frameworks, they’re better prepared to differentiate between language acquisition from a disability. This will reduce the number of inappropriate referrals, which promotes inclusive practices for multilingual learners.