Differentiating between ELL and ESE
Published by: Judith Tremble
ELL students are sometimes referred improperly to special education. Conversely, ELL students are sometimes denied special education services when they do, in fact, have a disability, and are in need of such programs. It is important for school district personnel to know how and when referrals should or should not be made.
It is important that NOT confuse students with disabilities with ELL student. They are not the same.In individual cases where ELL students also appear to have a disability, it is important that the school district follow the required procedures for pre-referral and referral before placement in special education is made.
Some of the questions teachers need to ask themselves when deciding on the appropriateness (or not) of a referral of an ELL student to the Committee on Special Education are:
- Has the student had time to adjust to the new environment (language, community, classroom, etc.)?
- What are the student’s prior experiences with school?- Has the student received ELL or bilingual instruction?
- Does the student display the same lack of adaptive behavior and/or cognitive difficulties in the home/school community as he/she does in the classroom?
- How can we be sure that the student really needs to be referred?
Some of the critical questions that must be explored by teachers and school-based teams before referring an ELL student to special education are:
- Would this student have trouble learning in any case? (e.g., would the student have trouble learning if taught in his/her native language or, in the native country?)
- Has the school made every attempt to provide appropriate instruction? (e.g., ELL and native language instructional support)
- Have the school’s efforts to assist this student with the educational program been similar in quality and quantity to those programs and services provided to English proficient students who have also experienced academic difficulty? (e.g., compensatory math, reading, or writing)
- Is the suspected disability intrinsic (i.e., belongs naturally) to this student?
- Have the pre-referral efforts been complete, honest and appropriate? (e.g., allowing the student time to adjust to the new school, language and culture)
It is more difficult to remediate a disability if instruction is provided in the student’s weaker language. Whenever possible, native language support should be provided by teachers, paraprofessionals and tutors. Having a disability does not mean that the ELL student forfeits the right to bilingual education or ELL services.
A fair, non-biased psychological evaluation of an ELL student is best done by a certified school psychologist who is competent in the language and culture of the student. If this is not possible, the psychologist should be assisted by a translator who is familiar with the student’s native language and culture. All communication with the parents of an ELL student who is being considered for placement in special education must be provided in a language the parent best understands.
________________________________________________________________________________________________________
Although ESL learners represent a wide diversity of cultural backgrounds and language skills, they all have one thing in common: the need for friendship. It takes time to build trust and understanding on both sides, but with patience and empathy you will be well on your way to developing enriching relationships.
There are many outside influences that may affect a student's attitudes, attendance, or ability to focus on English. It will likely take time to grow in awareness of these issues. Here are some possibilities to consider:
1. Culture Shock and Homesickness: Almost all foreigners will experience culture shock and homesickness to some degree.
2. Life Experiences: Immigrants from countries ravaged by political unrest may have traumatic memories and resulting fears or insecurity. Others may have held prestigious jobs in their home countries and now face the frustration of being unable to work in their field of expertise. Settling for a low-paying labor job just to survive can take a toll on self esteem and confidence. ·
3. Family Dynamics: You may never be told about difficulties in your students' personal lives, but issues such as strained marriages, problems with children, alcoholism, or other difficulties in the home are likely to affect a student's performance. Loneliness is often an issue for students who live by themselves. ·
4. Financial Concerns: Limited income may force families to live in impoverished housing, forgo medical or dental care, or compromise nutrition. Many immigrants sacrifice sleep and work two jobs to make ends meet. ·
5. Legal Issues: Some visitors have never obtained proper visas or permission to be in the United States and live in fear of being deported. Others may have entered legally but now hold expired visas. Still others may be living in illegal housing arrangements, such as several families sharing one apartment. Some may be trying to apply for permanent residency or citizenship and dealing with paperwork that has been delayed for months, or even years.
Click here to find out about helpful ESE/ELL accommodations.
It is important that NOT confuse students with disabilities with ELL student. They are not the same.In individual cases where ELL students also appear to have a disability, it is important that the school district follow the required procedures for pre-referral and referral before placement in special education is made.
Some of the questions teachers need to ask themselves when deciding on the appropriateness (or not) of a referral of an ELL student to the Committee on Special Education are:
- Has the student had time to adjust to the new environment (language, community, classroom, etc.)?
- What are the student’s prior experiences with school?- Has the student received ELL or bilingual instruction?
- Does the student display the same lack of adaptive behavior and/or cognitive difficulties in the home/school community as he/she does in the classroom?
- How can we be sure that the student really needs to be referred?
Some of the critical questions that must be explored by teachers and school-based teams before referring an ELL student to special education are:
- Would this student have trouble learning in any case? (e.g., would the student have trouble learning if taught in his/her native language or, in the native country?)
- Has the school made every attempt to provide appropriate instruction? (e.g., ELL and native language instructional support)
- Have the school’s efforts to assist this student with the educational program been similar in quality and quantity to those programs and services provided to English proficient students who have also experienced academic difficulty? (e.g., compensatory math, reading, or writing)
- Is the suspected disability intrinsic (i.e., belongs naturally) to this student?
- Have the pre-referral efforts been complete, honest and appropriate? (e.g., allowing the student time to adjust to the new school, language and culture)
It is more difficult to remediate a disability if instruction is provided in the student’s weaker language. Whenever possible, native language support should be provided by teachers, paraprofessionals and tutors. Having a disability does not mean that the ELL student forfeits the right to bilingual education or ELL services.
A fair, non-biased psychological evaluation of an ELL student is best done by a certified school psychologist who is competent in the language and culture of the student. If this is not possible, the psychologist should be assisted by a translator who is familiar with the student’s native language and culture. All communication with the parents of an ELL student who is being considered for placement in special education must be provided in a language the parent best understands.
________________________________________________________________________________________________________
Although ESL learners represent a wide diversity of cultural backgrounds and language skills, they all have one thing in common: the need for friendship. It takes time to build trust and understanding on both sides, but with patience and empathy you will be well on your way to developing enriching relationships.
There are many outside influences that may affect a student's attitudes, attendance, or ability to focus on English. It will likely take time to grow in awareness of these issues. Here are some possibilities to consider:
1. Culture Shock and Homesickness: Almost all foreigners will experience culture shock and homesickness to some degree.
2. Life Experiences: Immigrants from countries ravaged by political unrest may have traumatic memories and resulting fears or insecurity. Others may have held prestigious jobs in their home countries and now face the frustration of being unable to work in their field of expertise. Settling for a low-paying labor job just to survive can take a toll on self esteem and confidence. ·
3. Family Dynamics: You may never be told about difficulties in your students' personal lives, but issues such as strained marriages, problems with children, alcoholism, or other difficulties in the home are likely to affect a student's performance. Loneliness is often an issue for students who live by themselves. ·
4. Financial Concerns: Limited income may force families to live in impoverished housing, forgo medical or dental care, or compromise nutrition. Many immigrants sacrifice sleep and work two jobs to make ends meet. ·
5. Legal Issues: Some visitors have never obtained proper visas or permission to be in the United States and live in fear of being deported. Others may have entered legally but now hold expired visas. Still others may be living in illegal housing arrangements, such as several families sharing one apartment. Some may be trying to apply for permanent residency or citizenship and dealing with paperwork that has been delayed for months, or even years.
Click here to find out about helpful ESE/ELL accommodations.