Supporting Multilingual Learners with Academic Difficulties in the General Education Classroom: Strategies to Mitigate the Overclassification of Multilingual Learners in Special Education

Abstract

Multilingual learners with perceived learning difficulties are being classified in special education with learning disabilities at an alarmingly higher rate than their monolingual peers. General education teachers lack the necessary knowledge to accurately identify whether a child should be assessed for a learning disability, or if the difficulties they display are due to second language acquisition. Multilingual learners require customized response to intervention, and culturally responsive instruction combined with scaffolds and strategies to foster their success in the general education setting. The professional development in this capstone attempts to mitigate the over classification of multilingual learners by providing teachers with background knowledge on second language acquisition and how to implement supports and strategies in the classroom geared to multilingual learners.