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ERIC Number: ED555728
Record Type: Non-Journal
Publication Date: 2013-Jul
Pages: 5
Abstractor: ERIC
Reference Count: N/A
Training to Screen Young English Language Learners and Dual Language Learners for Disabilities. CEELO FastFacts
Schilder, D.
Center on Enhancing Early Learning Outcomes
In this "FastFacts," a state asks the Center on Enhancing Early Learning Outcomes (CEELO) to recommend experts in the field of assessing young children who are English Language Learners (ELL) to train administrators and psychologists working in district preschool programs for young children with special needs? This is particularly relevant to children transitioning from Part C (serving children birth to age three) to Part B-619 (serving children ages three to five). In this case, the state's goal is to ensure that children who have a different primary language are screened with an appropriate measure that does not over-identify children who have never had learning opportunities but who are at risk of having learning disabilities. CEELO responds that the request for identification of experts to train staff to screen young children who are ELLs is based on two important assumptions: (1) psychometrically valid and reliable methods of assessing young children who are English Language Learners are available; and (2) national experts have effective strategies to ensure ELL children are not disproportionately over- and under-identified. The review of key research, interviews with experts in the field, and analyses of existing capacities suggests that there are challenges in addressing these assumptions. Currently no single screening tool can validly and reliably screen young ELL children for disabilities. Research suggests that identification requires processes that engage teachers, families, and children in the primary language using multiple methods and screening instruments. National experts have written extensively about the shortcomings of existing approaches and have suggested methods to address these problems. In this "FastFacts", CEELO staff describe what is currently known about assessing young dual language learners who may have learning disabilities and provide considerations for policy and practice, choosing assessment tools, and recommendations to include in training. A list of national experts, a list of additional resources, and a bibliography are also included.
Center on Enhancing Early Learning Outcomes. Available from: National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 877-982-3356; e-mail:; Web site:
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: Center on Enhancing Early Learning Outcomes (CEELO)
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Part C
Grant or Contract Numbers: S283B120054