Mislabeling English Language Learners with Disabilities: An Analysis

Abstract

This capstone aims to bring awareness to the mislabeling of English Language Learners (ELL) with disabilities. Mislabeling ELLs with disabilities is emerging from the new and quick growth of the ELL population, outdated teacher education programs, and the similar characteristics between disabilities and the second language acquisition (SLA) process. The literature reports unawareness of differences between disabilities and the SLA process, thus contributing to the growth of mislabeling. Even though disabilities and the SLA process present similar characteristics, there are distinct features that can be distinguished once there is a deep understanding of these terms. To aid in the mitigation of this problem, a professional development (PD) will be given to educators to help grow their knowledge on the differences between disabilities, the SLA process, and the acquisition steps an individual goes through to acquire a second language. Additionally, the RTI and MTSS processes need to be applied to provide a tiered-based way of differentiating instruction. These processes need to be implemented before a special education referral is completed. The goal of this PD to is help educators build a better understanding of the SLA process to prevent the mislabeling of ELLs. Implementing these measures will help ELLs to reach their maximum academic potential. It is recommended that more research is completed on these types of learners.