How Do Practitioners Decide to Refer Multilingual Children for Special Education Evaluation?

• In Event: Educators’ Decision Making for Multilingual Learners With Disabilities

Abstract

Objectives/Purpose
Currently, there is no state guidance at the intersection of language development for multilingual (ML) children and disability in preschool. Distinguishing a language need from a potential disability-related need is complex, as children are early in their process of language learning (Sansavini et al., 2021). Given the growing proportions of ML children across the nation (Cooc, 2023) and the absence of guidance, our study sought to understand the process by which educators determine whether to refer a ML child for a special education evaluation (also known as the pre-referral process) in California State Preschool Programs (CSPPs).

Perspective(s)/Theoretical Framework
Early identification of disabilities in children is key to improving long-term educational and social/emotional outcomes. Yet research demonstrates that developmental language disorder can be erroneously attributed to typical bilingual development; as a result, ML children are less likely than their non-ML peers to be referred to special education in the early years (National Academies of Sciences, Engineering, and Medicine, 2017). Multilingual children’s language development occurs at different rates and ways (WIDA, 2014). This variation, along with the diversity of home languages/dialects and non-school factors that can affect learning, calls for specific knowledge and skills to determine whether a special education evaluation is warranted for a child who is not progressing as expected.

Methods/Data Sources
Researchers conducted a descriptive phenomenological study to explore the pre-referral process in CSPPs. Using Creswell and Poth’s (2018) approach to qualitative inquiry and research design, we gathered rich, detailed descriptions through interviews with 16 administrators overseeing CSPPs. Additionally, we conducted a literature search and document review of relevant policies and procedures. Through iterative analysis, we identified patterns and then linked concepts into overarching themes as part of the coding system. We synthesized data within these themes to illuminate the essence of the process. We engaged in a peer debriefing process with special education experts and incorporated insights into the report.

Results and Significance
A key finding is that CSPP educators largely engage in pre-referral processes that mirror California’s Multi-Tiered Systems of Support framework, which was designed for K-12—not early childhood education. Additionally, processes did not account for language development in ML children. Administrators cited the benefit of having bilingual staff for engaging with ML children and families. Yet, they also reported that these teachers could identify a disability by virtue of their bilingualism.
Multilingual children represent 33% of all children ages 0-5 in the U.S. (Migration Policy Institute, 2024); in California, the share is nearly 60% (Holtby et al., 2017). Educators would benefit from understanding oral language development in ML children, including not confusing typical language development behaviors with characteristics associated with a disability (see, for example Authors, 2015). This study points to the need for all preschool practitioners to possess a refined understanding of the complexity of this issue; such pre-service training and professional learning must include recent scientific research and evidence-based instructional and assessment practices. The report also advocates for the development of pre-referral structures and comprehensive guidance to fill an important gap.

Author

• Elizabeth Burr, WestEd