Distinguishing Language Acquisition and Learning Disability in English Language Learners to Combat Disproportionality

Abstract

Research shows that ELLs are disproportionately represented in special education, inherently interfering with their access to appropriate education. Therefore, the overarching research question presented in this capstone explores factors which contribute to disproportionality of ELLs in special education and how teachers can better distinguish language acquisition from learning disability to combat disproportionality. This capstone presents a professional development designed for educators who work with ELLs. The PD is designed to inform participants on disproportionality of ELLs in special education and its causes. Participants will receive training and tools to distinguish characteristics of disability and language acquisition. The goal is to help educators implement strategies and gather documentation before referring ELLs to special education evaluation. The research analysis and PD reveal the need for more research and training to explore the intersection of language learning and disability in the classroom. This capstone aims to mitigate confusion among educators to address the issue of disproportionality of ELLs in special education.