Working with Multilingual Learners – Challenges in Determining Disability Status

Abstract: The difficulties that MLs show in the classroom can look like the characteristics of a learning disability or a language impairment (Klinger & Eppolito, 2014), and often MLs can be misidentified (Klingner, Eppolito, Boardman, & Schonewise, 2012). This session will address the ways that English development can look like a disability. Additionally, we will examine formal & informal assessments that can be used to support the process of eligibility determination. During this session participants have the opportunity to share difficulties they are having in identifying MLs with disabilities and to discuss ways to provide both special education services and English language development supports to students who need both. 

Participant Outcomes:

1. Participants will be able to explain how English acquisition looks like a disability.
2. Participants will be able to identify requirements that school districts need to follow in determining special education needs for MLs.
3. Participants will be able to identify strategies for involving families in the evaluation process.
4. Participants will be able to apply what they learned to case studies.