Exploring Classification Accuracy in the Assessments of Disabilities Among English Language Learners

Abstract

There are various challenges and strategies that correlate to accurately assessing learning disabilities in English Language Learners (ELLs), specifically focusing in on the classification accuracy. The impact of a lack of adequate understanding of second language acquisition among educational professionals is substantial. This is highlighted in issues such as difficulty distinguishing between learning disabilities and language differences due to similar patterns in language acquisition. Educators’ lack of training in second language acquisition is highlighted as a crucial barrier contributing to misdiagnosis of ELLs. Few assessments are often accurate for culturally and linguistically diverse ELLs, which also leads to over-and-under identification of ELLs. Environmental factors, specifically ones related to poverty, are considered factors with sustainable influence on language acquisition and academic performance, which leads to needing a comprehensive approach to assessment. The importance of assessing students in their first language, L1, in addition to English assists in granting a comprehensive understanding of the student’s abilities. To address these problems, a professional development, PD, session had been created for the Liverpool Central School District, where all educators will be explicitly instructed on second language acquisition, SLA. The goal of this session is to better inform the educators on SLA and techniques to use in their classroom and when giving assessments. Recommendations for further research and improvement includes longitudinal studies to track academic progress of ELLs over time, investigate the effectiveness of cultural and linguistically adapted assessment tools, and evaluate the effectiveness of PD programs that attempt to enhance educators’ understanding of SLA.