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Wednesday, April 17 • 9:00am - 10:30am
Positive Effects of Correct Assessment of English Language Learners

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  A growing trend in Special Education is misidentifying and over-representing Hispanic English Language Learners (ELL). In Fall 2015, the National Center for Education Statistics reported for the population of school-age children in K-12, 4.8 million students identified as ELLs, of which 3.7 million students used Spanish as a language at home. My study will show the impact factors can have on Hispanic ELLs when these students are placed in the most restrictive settings, such as Special Education. I will also show the benefits these students can have when placed in the least restrictive settings. Many ELLs are often labeled and placed in the wrong educational programs due to poor language proficiency or delays from dual-language learning. Sometimes these students do have learning or behavioral disabilities and belong in more contained classrooms or special education. However, when these students are assessed properly as first, second, or third graders (the earlier, the better), with the proper academic supports, such as certified bilingual teachers, certified English as a Second Language (ESL), tutors, and bi-lingual para-professional aides, these students have the highest probability of achieving long-term academic success, graduation from high school, etc. 


Wednesday April 17, 2019 9:00am - 10:30am
Lumsden Gym
  • Moderator Kevin Telford