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Journal Title
Readers/Advisors
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2025-08
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This capstone examines the question: How can educators advocate for ELLs who may have a learning disability. Educators struggle to detect learning disabilities in ELLs due to various factors. Underdiagnosing ELLs with real learning disabilities affects their academic growth throughout their education. This capstone aims to ensure that teachers develop an understanding about culturally responsive teaching and second language acquisition in order to be able to advocate for ELLs with learning disabilities. The literature review discloses that educators struggle with formally detecting a learning disability in ELLs and are therefore hesitant towards initiating a referral process. Amidst these two issues, the literature review also states that educators lack communication with ELLs' guardians. This capstone includes a professional development (PD) to inform 7-12 teachers about the underlying factors that can present a challenge to detecting a learning disability in ELLs. At the conclusion of the PD, participants are expected to gain insight on how to properly detect a learning disability and utilize appropriate interventions for ELLs. In relation to this capstone project, more research is required on how instructional approaches and intervention effects ELLs with learning disabilities.