Collaborative Practices Between School Psychologists and English Language Learner Teams to Support Students With a Suspected Disability

• In Event: Sheraton Roundtable Session Fourteen
  In Roundtable Session: Toward More Just Supports for Dual Language Learners in Special and Inclusive Education (Table 16)

Abstract

This case study investigated the sensemaking strategies of school psychologists in their relationships with building-based English Language Learner (ELL) teams. Through a review of literature, it was established that disproportional representation of ELLs is common, and can be ameliorated in part by comprehensive Response to Intervention (RtI) protocols and staff training. Seven school psychologists in an urban, New England, school district were interviewed, and found five themes in their sensemaking process were identified. Findings indicated issues related to assessment and intervention, relationships with administrators, collaboration with teams, identity formation, and COVID-19 responses. Ramifications for practice within this district and possible applications to other settings were discussed.

Author

• Meghan C. Singh, Cambridge Public Schools
  Presenting Author