Distinguishing Between A Learning Disability And Language Acquisition

In many schools throughout the country, there are populations of students that have been pushed to the side, with their education thought of as just their specialized teachers’ responsibility. While this situation is changing for some students, such as those with disabilities and students who are lucky enough to have dual language immersion programs in their school, many students who are learning English are still struggling to access the same curriculum that everyone else in the school has a chance to learn. Guadalupe Valdés (2001) looked at the English as a Second Language (ESL) program at a school which she called Garden Middle School. Although Valdés completed this study over fifteen years ago, the experience that her focal students had

Unlike other disorders an individual may have, there is no quick way and easy way to confirm or deny a learning disability. There is no x-ray, blood tests, easy and quick surveys to help educators determine whether a learning disability exists. Many of the problems with identifying and assisting children with learning disabilities are to have knowledge of the various learning disabilities and how they affect students. The lack of information available to parents and teachers causes the students to continue to struggle in school and diagnosis for any disabilities to be postponed even further in their schooling.

In many instances, the problem for the students not being able to perform at the same level as the English-speaking students is that students whose native language is not English are at risk of being inappropriately identified for special education because issues related to language and culture complicate the identification process (DeMattehews, Edwards and Nelson 2014). This

When comparing my position and opinions on literacy development and separate special education classroom (ESE) before completing this module to now, my position and opinions have been broadened. The narrow perspective of ESE and ESOL instruction was based on classroom instruction and limited exposure, yet very informative, to ESE and ESOL classrooms. In the video, Special Education and ESOL, Dr. Sandra Fradd (2002) reshaped my position regarding Special Education ESOL students. Dr. Sandra Fradd spoke about the special education classroom as an extension

In addition to this, the article discussed the reality that ELL students typically experience many problematic issues throughout the process of identification/referral, evaluation and placement in special education and stated that there is often a typical pattern that occurs in elementary students that includes a finding of initial

In a nation striving to be the biggest and brightest, 1 in 7 Americans has some type of learning disability, yet; 30-50% have been undiagnosed ("The Truth About Dyslexia and Other Language-Based Learning Disabilities"). While not all of these learning disabilities are language-based, many of the most common disorders are (for example dyslexia). A language-based learning disability can be defined as “a spectrum of difficulties related to the understanding and use of spoken and written language,” (Newhall). In short, people with language-based disabilities have trouble with language. Struggles in this area become difficult in the world as globalization continues to spread. Language, now more than ever, has become a unifying factor in the nation,

This list provides the level at which a student is deemed limited English proficient on the oral language proficiency test. In addition to this assessment, a student must score below the 40th percentile on a TEA-approved norm-reference reading and/or language arts assessment. However, if a student’s inability to understand English renders the administration of such assessment invalid, the student can also qualify as limited English proficient. Without scoring below the 40th percentile on a norm-referenced test, a student’s academic performance, including failing content area classes or failure to meet state standards on the criterion-referenced assessment, can also lead to the designation of limited English proficient. For students whose IEP would indicate otherwise, an ARD committee along with the LPAC can choose an alternate assessment to determine qualification as limited English proficient. To exit a student from the bilingual education program or the English as a second language program, the scores from a TEA-approved assessment of oral and written language proficiency, the satisfactory performance on a reading and/or language arts assessment (given in English), and a TEA-approved written test along with teacher observations will be used. In the case of a special education student who is also receiving language services, an ARD and

Students who are English language learners have been discriminated against and have had more challenges than any of the normal students in all school district around the United States. Teachers were not given the necessary tools and provided the necessary training to teach them. Teachers and Students encounter ESOL related problems almost daily. It has taken decades of trials, Acts, and Decrees for the United States to implement plans that not only teachers and administrations can utilize but also addresses the civil right of ELL/ESOL students to ensure their equal access to all educational programs.

The student selected for this case study comes from a Spanish speaking home and is in the process of learning English. To maintain the confidentially of the student, her real name was kept private and a pseudo name of Sarah was given. Sarah comes from a two - parent home and is the eldest of two children. At home, Sarah primarily speaks Spanish with her parents and limited English with her little brother. Acquiring a second language takes practice and does not occur overnight. It is especially difficult when a student acquiring English has a specific learning disability or SLD. The United States Department of Education defines SLD as a “disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken

Using evidence from at least two disorders of language development consider the extent to which this evidence informs our understanding of how language typically develops.

The participants of this study were the twelve students enrolled in my second period and sixth period language arts classes at Parkview Middle School. All students are classified with a disability. Ten students are classified with an emotional disability, one is classified other health impaired and one is classified with autism. The participants included nine male students and three female students. Three students were enrolled in sixth grade, three in seventh grade and six students were enrolled in eighth grade. Three students were African American, one Hispanic, and eight white students.

A student who is an English Language Learner (ELL), is one whose first language is not English. An ELL needs support and help to learn the English language. Parents who are enrolling their children who are enrolling for school must complete a “Language Identification Survey.” The purpose of the Language Identification Survey is for school staff to know which language the student speaks while they are in their home. If the student’s survey shows that a student speaks a language other than English, they are typically given the New York State Identification Test for English Language

Learning any new language is a matter which requires time, dedication and support. When considering English language learners, or ELLs, and their language acquisition it is also important to consider all factors such as educational, financial, location and more importantly the law. Depending on the location different legislations and regulations are in place that have an effect on the education of ELLs. For example, the state of Massachusetts, banned the use of bilingual education in schools. However when considering older ELL students who have more academic knowledge in their native language it is likely that they may know much of the material for example in math or science class. However learning the concepts and or new concepts when the acquisition of English is subpar is difficult and is why many students will end up having to repeat grades or worse are labeled as needing to be in special education. However in Massachusetts legislators are reconsidering English only education and are currently in the process of voting to overrule the decision. The argument lies in the fact that so many ELL students are getting left behind and or are being labeled as special needs students. Some local legislators have suggested that it is unfair at best to measure an ELL student’s success in their academics when they are still struggling to learn the language. As (Vaznis 2017) noted the amount of ELL students is growing especially in the United States, due to this legislators can no

Teachers, school principals, as well as other school staffs, often have a misconception that students who are English Language Learners should be immediately placed in special education. Meanwhile, there are no such things as students who are English language learners are a perfect match to receive special education. In fact, English Language learners are not considered as a special need. Research shows, “English language learners often show the same difficulties with learning, attention, social skills, and behavior and emotional balance as students with learning disabilities” (Salend & Salinas, 2003).

The Individuals with Disabilities Education Improvement Act (IDEA) ensures that students with disabilities are guaranteed adequate education at no additional cost to them. However, the value of foreign languages in the education of a child, in comparison to the weight placed on