Sensitizing Teachers to English Language Learner Evaluation Procedures for Students with Learning Disabilities

Abstract

Identifying appropriate evaluation strategies for students who are English Language Learners (ELL) and have a learning disability is of critical importance in today's schools. A lack of sensitivity to the differences in ELL characteristics and Those of learning disabilities has often resulted in over-identification for special education services. This study examines the effect of training on teachers' sensitivity to the complex issues surrounding the evaluation process of second language acquisition and its similarities to learning disabilities. A group of teachers were trained using a CD-ROM instructional program and then surveyed to ascertain their sensitivity to components of evaluations for English language learners and students with learning disabilities. Responses from a control group of untrained teachers were compared with the trained responses. Significant differences were noted between the two groups indicating the efficacy of training teachers to be sensitive to the conventional second language acquisition process and its subtle differences from learning disabilities.