The Overidentification of ELLs as Special Education Students

Abstract

This project aims to provide teachers, both ESOL and non-ESOL, with the knowledge and resources needed to decrease the misclassification of English Language Learners (ELLs) placed in special education programs. Research has identified four main factors that contribute to the overclassification of ELLs in special education programs, including an increase in ELLs, a lack of valid testing circumstances, a lack of culturally responsive teachers, and minimal home support. To address the overclassification of ELLs, a series of five professional development seminars is proposed to be provided to the teachers at Port Jefferson School District. The goal of this professional development opportunity is to inform teachers about the current problems contributing to the over-classification of ELLs in special education programs, increase their advocacy and support for this group of learners, and provide them with the tools and resources they need to be culturally responsive teachers. Recommendations for future research include providing parent-teacher open house, which will increase parental support, and researching different ways to provide ELLs with the academic support they need to succeed alongside their monolingual peers.