Preventing Misclassification of ELLs into Special Education Programs

Abstract

This capstone project aims to provide a solution to the current problem of overidentification of English Language Learners (ELLs) students in special education programs. ELL students are a growing population across the country and have been negatively impacted by the lack of knowledge regarding the issue of misclassification and identification. The research shows that teachers, administrators, school counselors, and school professionals need support and additional services to adequately address the concerns of ELL students. Many different strategies can help prevent the misclassification of ELL students, including professional development, dual language programs, use of translators, parental involvement, response to intervention approach, and pre-referral strategies. Since education professionals do not feel competent when making decisions regarding ELL students, this project presents educational based training by means of professional development concentrated on identification and proper placement ELL students. School districts must start providing educators with the knowledge and tools necessary to accurately classify ELL students so that they may be successful in the future.