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ERIC Number: ED508343
Record Type: Non-Journal
Publication Date: 2010-Feb
Pages: 52
Abstractor: ERIC
Reference Count: 83
ISBN: N/A
ISSN: N/A
Processes and Challenges in Identifying Learning Disabilities among Students Who Are English Language Learners in Three New York State Districts. Issues & Answers. REL 2010-No. 085
Sanchez, Maria Teresa; Parker, Caroline; Akbayin, Bercem; McTigue, Anna
Regional Educational Laboratory Northeast & Islands
Using interviews with district and school personnel and documents from state and district web sites in three districts in New York State, the study examines practices for identifying learning disabilities among students who are English language learners and the challenges that arise. Specifically, two research questions guided the project: (1) According to district and school personnel in three midsize New York State districts, what processes are used to identify students who are English language learners and also have learning disabilities? (2) What challenges do those district administrators and school personnel describe about the process of identifying learning disabilities among students who are English language learners? The study finds both similarities and differences in practices, with more differences in prereferral than in referral practices. It identifies eight challenges to the identification of learning disabilities in students who are English language learners and five interrelated elements that appear to be important for avoiding misidentification. The eight challenges are: (1) Difficulties with policy guidelines; (2) Different stakeholder views about timing for referral of students who are English language learners; (3) Insufficient knowledge among personnel involved in identification; (4) Difficulties providing consistent, adequate services to students who are English language learners; (5) Lack of collaborative structures in prereferral; (6) Lack of access to assessments that differentiate between second language development and learning disabilities; (7) Lack of consistent monitoring for struggling students who are English language learners; and (8) Difficulty obtaining students' previous school records. Appendices include: (1) Study methods; (2) Research on identifying learning disabilities among students who are English language learners; (3) Interview protocols; and (4) Cross-district demographics, organizational structure, and programs for students who are English language learners in middle school. (Contains 6 tables, 3 boxes, and 24 notes.) [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Northeast and Islands administered by Education Development Center, Inc.]
Regional Educational Laboratory Northeast & Islands. Available from: Education Development Center, Inc. 55 Chapel Street, Newton, MA 02458. Tel: 617-618-2747; Fax: 617-969-1580; Web site: http://www.relnei.org/home.php
Publication Type: Information Analyses; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Regional Educational Laboratory Northeast & Islands (ED)
Identifiers - Location: New York
IES Funded: Yes
IES Cited: ED558163; ED560752; ED546480