Measuring Significantly Disabled English Language Learners’ Language Proficiency Progression

• In Event: Electronic Board Session I

Abstract

This research challenges historical notions of limited language development among ELs with significant cognitive disabilities. By merging IRT and CDM methodologies, we provide a comprehensive understanding of their language proficiency, offering vital insights for educators, policymakers, and practitioners.

Authors

• Kyoungwon Lee Bishop, WIDA at University of Wisconsin Madison

• Hacer Karamese, WIDA at University of Wisconsin

• Shangchao Min, Zhejiang University

• Xin (Grace) Li, University of Wisconsin-Madison

• Edynn Sato, Sato Education Consulting LLC