Twice Challenged: Differentiating Between English Language Acquisition and Learning Disabilities

TL;DRAbstract

An action research study of practices used to nominate English Learners (ELs) for special education services was conducted to examine the disproportionate representation of ELs in special education. The experiences of district administrators and teaching staff were examined to identify existing practices used to nominate and identify ELs for English language services. Findings revealed ELs were referred to special education due in part to linguistic and cultural differences. Teachers developed deficit-oriented frameworks, nominating ELs students for special education at higher rates. Child study teams concentrated on qualifying students for special education. Once identified for special education, ELs received services using a pullout model (involving concentrated language supports outside of the general education class). The pullout model limited the potential to ELs for academic success. An analysis conducted through the theoretical lens of critical pedagogy uncovered organizational

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