Misidentification of ELLs

Abstract

This capstone project aims to support teachers, support staff and administrative staff who work with English Language Learners (ELLs), also known as Multilingual Learners (MLs). At Middle Country School District, ELLs are a growing population that are impacted by misidentification for special education services, which can result in over- and under-identification for special education services. To decrease misidentification of ELLs, multiple dimensions of the school’s identification process have been considered. Solutions to the problem at Middle Country School District include increasing professional development opportunities for staff to ensure a proper understanding of the following, an overlap of characteristics between learning disabilities (LD) and second language acquisition (SLA), integrating Response to Intervention (RtI) models into the classroom, and lack of teacher preparation in regards to understanding the language acquisition process. Recommendations include incorporating mandatory professional development opportunities to close the gap of misidentifications. Furthermore, utilizing Culturally Responsive-Sustaining (CR-S) education practices to ensure creating a welcoming and inclusive environment for all students.