1. Compiled by Kindra Sanchez-Marble March 2012 Sources: Colorado Department of Education: Appropriate Practices in the Referral and Identification of Students who are Culturally and/or Linguistically Diverse Council for Exceptional Children: New Strategies to Help Diverse Students Succeed Charter School Institute 2012

2.  The Individuals with Disabilities Education Act mandates that a child cannot be found to have a disability due to language differences  Accurately assessing culturally and linguistically diverse (CLD) students for disabilities is one of the foremost challenges for special educators  The key to preventing misdiagnosis is to better understand second-language acquisition and develop teaching and assessment practices that are culturally sensitive and follow best practices Charter School Institute 2012

3.  Second-language learners typically attain proficiency within five to seven years, if exposed to proper instruction at an early age  Fluency is achieved in five stages: reception, expression, reading, writing, and talking  Experts recommend not testing ELLs in English or considering them for special education until they have had at least two years of solid bilingual instruction to allow time for language acquisition to occur (unless a disability is obvious or suspected)  It is imperative that children continue to develop their native language skills both at home and in the classroom—though that might not seem intuitive; reason, ◦ “The first language serves as a resource for your second language,” advises Virginia Collier, professor emeritus of bilingual, multicultural, and ESL education at George Mason University. Without proper education in the primary language, “they usually get referred to special education by the third or fourth grade.” The suspected culprit? Learning disabilities. Charter School Institute 2012

4.  “It’s never just about the child,” states Elizabeth Kozleski, professor at Arizona State University and co-principal investigator of the National Center for Culturally Responsive Educational Systems (NCCRESt). “They bring with them their cultural histories, their own assumptions about what it means to engage in learning, and native languages that must be understood and valued.”  A child’s cultural background impacts the way he interacts socially and how he learns.  Signs of language learning can resemble symptoms of intellectual or learning disabilities, or even behavioral issues.  Stress, anxiety, fatigue, depression, and acting out can stem from: ◦ Language Load ◦ Cultural Differences ◦ Stages of Language Acquisition Charter School Institute 2012

5.  Ideally students should be tested in both languages, but tests are often not available in the native language. Even if the student appears fluent in English, he still may not grasp the vocabulary and style of the “academic” English featured in school settings. ◦ If the test has been normed on American culture, then the student is likely to encounter concepts or frameworks he is unfamiliar with. For example, it is unfair to give a multiple-choice test to a student who never experienced that test format in his prior schooling.  In addition to extra time and read-aloud, translation is the most common test accommodation made for ESL students, but it offers its own hurdles. Languages don’t translate word-for-word, so specialized meaning may be lost or distorted; also, many languages have different dialects ◦ Even if proper translation is provided, a student may still struggle if inadequate bilingual education background has left him unexposed to academic jargon in his native language.  It is not enough for a bilingual person to administer the test; school professionals should be trained in bilingual education and have knowledge of child psychology, special education, or speech and language acquisition ◦ There is a shortage of qualified special education/ESL teachers Charter School Institute 2012

6.  Many experts say portfolio assessments is the best way to assess ELLs for disabilities Record Review (home language survey, CELA scores, grade reports, curriculum based measurements, school-wide assessments) Family/Parent Interview Teacher Interview Classroom Observation Individual Informal Tasks Progress Monitoring (Signs of no progress are a true red flag) Triangulation of Multiple Data Sources Formal Assessments as needed  Special education referral is often a process of ruling out all other possible explanations  Bilingual, ESL, and special education all need to talk to each other  Parents are your best resource, use them! Charter School Institute 2012

7.  Check the student’s progress in his English-learning and academic studies. Even slow improvement amounts to progress. ◦ Signs of no progress are a true red flag  Gather as much information as possible about the child’s medical and school history  Look for problems beyond language acquisition, such as poor motor abilities, visual perception, or auditory processing  Consider other explanations for poor performance: lack of consistent schooling, lack of qualified teachers, unstable home life, etc. Charter School Institute 2012

8.  Determine how proficient the child is in English and his native language. ◦ If he fares well in the native language, then the problem is not a learning disability  Focus only on the area of concern and administer the most unbiased test possible ◦ note any deviations from test instructions  Know that it’s all right—even desirable—to rely on more than one test and piece the results together to form a comprehensive portfolio of the student’s knowledge and skills ◦ know the limitations of each assessment  Engage in both informal and formal testing methods. Examples: ◦ Interviewing the child to get to know him or her ◦ Engaging the child in oral and written storytelling exercises ◦ Concluding with formal standardized tests  Always question the validity of an assessment. ◦ Ask yourself, “Can this test the student’s knowledge without cultural or linguistic factors creating a ceiling? Am I actually testing subject matter?’’ Charter School Institute 2012

9.  Interpret overall test scores within a team setting ◦ including family members/other persons from student’s background to gain additional insight as to the student’s performance  Look at the test results. What does the child know? Where did he lose points?  Ascertain whether errors are typical of other students with similar backgrounds  Include disclaimers and cautions about any departures from standard testing procedures and what effect they have on interpretation  Know that you cannot compare ELLs’ scores with those of native English speakers! Charter School Institute 2012

10.  Consider family and socioeconomic factors that can contribute to the area of concern  If parents notice the same problem in their child outside of school, there is a much higher chance that a true disability exists Remember: Families from other countries may be intimidated by the American school system. In the case of undocumented families, there may be other fears in play. Reach out to them and let them know they have a voice. Offer chances for parents to meet staff in a casual setting, such as a Parent Night, with bilingual teachers or translators on hand. Translate important materials into their native languages and distribute them. Charter School Institute 2012

11.  What do you perceive to be your child’s strengths/weaknesses?  What are your concerns?  How long has the student lived in the US?  What is the degree of disparity between the dominant culture and the student’s culture?  How well is the student adapting to the dominant culture?  How much schooling has the student received?  What was the school system like in the native country?  What type of instruction has the student received?  How well did the student learn at previous schools?  Has the student ever been retained?  What does the student say about school?  What is the student’s health and developmental history?  What experience has the student had with language?  What language does the student prefer to speak?  How well does the student speak and understand their primary language?  How does the student interact with others in the home environment?  How does the student compare with their siblings? ◦ Meeting developmental milestones? ◦ Understanding language? ◦ Speaking? ◦ Learning new things? ◦ Motivation? ◦ Social skills? Charter School Institute 2012

12.  Council for Exceptional Children: New Strategies to Help Diverse Students Succeed  Colorado Department of Education: Appropriate Practices in the Referral and Identification of Students who are Culturally and/or Linguistically Diverse Charter School Institute 2012