Misrepresentation and Misidentification of English Learners in Special Education

Abstract

This thesis capstone project aims to support teachers and educational staff that work with ELs (English learners), who often face misrepresentation in special education—being both overrepresented and underrepresented. This misrepresentation is due to numerous factors including a lack of teacher training on how to effectively educate these students. Misidentified students face many challenges, including loss of instructional time, unaddressed learning needs, lower academic achievement, restricted opportunities for higher education and career, decreased self-determination and self-esteem, double stigmatization, and social isolation. Although overrepresentation and underrepresentation are significant issues, the former is more prevalent. To address this concern, a professional development program was created to help educators at Riverhead Elementary School accurately identify and address students’ educational needs to decrease the overidentification of ELs in special education. The goal of this professional development is to equip teachers with the knowledge, skills and resources to more accurately identify the cause of ELs’ academic struggles.