Integration Between Second Language Acquisition and Special Education: Dual Language Reading Assessment and Implementation for English Learners Demonstrating Reading Challenges

Conference: The European Conference on Language Learning (ECLL2022)
Title: Integration Between Second Language Acquisition and Special Education: Dual Language Reading Assessment and Implementation for English Learners Demonstrating Reading Challenges
Stream: Disabilities and the language learner
Presentation Type: Poster Presentation
Authors:
Carolyn Peterson, MA Public Schools, United States

Abstract:

Purpose: To analyze and integrate current research regarding second language acquisition and special education.

Introduction: Extensive, but typically independent, literature addresses second language acquisition and special education. My research illustrates the value of dual language reading assessments in guiding placement for K-12 struggling English learners.

Methods: Using Lesley University’s education database, search terms were: children/teenagers, ESL, special education, reading assessment, reading disability; for 2005-2018.

Results: Chu & Flores [2011, The Clearing House]; Huang et al. [2011, Education]; Petersen & Gillam [2013, Learn. Disabil. Res. Pract.] describe assessment reliability, administration challenges, and appropriateness of special education. Sullivan [2011, Except. Child.] describes K-12 English learners’ disproportionality in special education. Yeung [2018, Res. Dev. Disabil.] describes reading disability risk factors. A common theme of this literature is that struggling English Learners are at risk for overrepresentation in special education.

Discussion: K-12 English learners may be placed in special education for several reasons, including (1) slower English reading ability than peers and (2) education in the least restrictive environment. Also, dual reading assessments may be unavailable, thus affecting the team’s decision. Therefore, placement might be impacted. In these cases in which dual reading assessment data are unavailable, further recognition across the team about the value of integrating these two domains may foster accurate placement of students.

Conclusion: Presently, increased awareness of differences between these distinct domains could better guide English learner placement in schools. Future research directed to integrating these domains could produce student-centered validated dual reading assessment tools for use in clinical decision-making.



Conference Comments & Feedback

Place a comment using your LinkedIn profile

Comments

Share on activity feed

Powered by WP LinkPress


Share this Presentation