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Readers/Advisors
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2025-08
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Misidentification of English Language Learners (ELLs) in special education arises from systematic inequities, cultural and linguistic biases, and limited teacher preparation. This capstone, grounded in a sociocultural and equity-based lens, explores the overarching question: How can educators accurately identify and support ELLs with disabilities? The literature identifies three key challenges: insufficient understanding of second language acquisition, inadequate collaboration among educators, and the use of assessment tools that lack cultural and linguistic responsiveness. In response, a two-part professional development (PD) series was developed for general education, English as a Second Language (ESL) teachers, and special education teachers. The PD targets include improving educators’ ability to distinguish language acquisition from learning disabilities, strengthening collaboration, and aligning instruction to research-based practices. Expected outcomes include more equitable identification of ELLs and enhanced instructional support. This work highlights the importance of continued training, the development of responsive assessment tools, and further research on the long-term academic impact for multilingual learners.