Strategies to Identify and Support English Learners Who May Have Learning Disabilities

• In Event: 42.040 - Helping English Learner Students Thrive: What Studies Show and How States Can Help

Abstract

Purpose. This study aims to help policymakers develop procedures for identifying, assessing, and supporting English learner (EL) students who may or may not have learning disabilities (LD). The study and accompanying resource brief also are intended to offer guidance for educators working with these students.

Theoretical Framework. While the literature on learning disabilities and on second-language acquisition is relatively extensive within the field of education, less is known about the specific characteristics and representation of ELs with LD. Schools, districts, and states struggle with this issue because there are no definitive processes for identifying and determining the best academic placement for these students. As a result, ELs can end up in classrooms or programs mismatched to their needs, which can hamper their educational achievement.

This study responds to two research questions:
• What issues do previous studies raise about identifying, assessing, and supporting ELs with learning disabilities?
• What procedures do the 20 states with the largest populations of ELs use to identify, assess, and support those with learning disabilities?

Data Sources. The study team searched the following databases for journal articles, studies, books, and book chapters: EBSCO Host, ProQuest, Google Scholar, and Google. The 20 states with the largest populations of ELs were identified using population data from the National Center for Education Statistics (2013). Each state’s department of education website was searched for relevant information and documents.

Results. In research across schools, districts, and states, two factors have been identified that lead to inconsistent identification of ELs who may have learning disabilities: a lack of understanding among teachers about why EL students are not making adequate progress, and poorly designed and implemented referral processes. The study describes actions that policymakers and educators can take to effectively address these factors.

The research literature suggests that answers to four questions can help determine whether an EL’s academic difficulties are caused by a learning disability, by struggles with second-language acquisition, or some other factor. A structured process designed to answer these questions using key data is likely to be the most effective approach to discovering whether an EL may have a learning disability. The literature also discusses several types of data—including standardized test scores, classroom observations and other nontest data, and parental input—as useful in determining the sources of an EL’s academic difficulties.

The state policy scan yielded five guiding principles that suggest ways to identify and recommend assistance for ELs with possible learning disabilities. Perhaps the most important of these is to provide comprehensive manuals (such as those available in five states) to aid educators in identifying and supporting ELs who may have learning disabilities.

Significance. By describing key elements of processes that can help identify and suggest appropriate services for ELs with learning disabilities, and the practices in which some states are incorporating these elements, this study informs policymakers interested in developing more effective procedures for identifying, assessing, and supporting these students.

Author

• Eric Haas, California State Polytechnic University - Pomona