Language assessments are often framed as benign mechanisms needed to objectively classify people's linguistic proficiencies. In this article, I argue for the need to critically re-examine how purportedly objective institutional language assessments and our participation in them deceptively reify historical and contemporary inequities. I offer the…

Schools in the United States serve a linguistically diverse population of students. The U.S. Department of Education estimates that 9.1 percent of public school students in the United States were English learners (ELs) in 2014-2015. These are students who meet the federal definition of English learners, referred to in the Individuals with…

The authors (a) examine the available peer-reviewed research documenting the literacy achievement of deaf children educated in sign bilingual programs, (b) identify gaps in the empirical literature, and (c) propose directions for future research. This review was limited to studies that reported reading and writing outcomes. On this basis, only 3…

The disproportionate representation of English Language Learners (ELL) to special education is widely attributed to the difficulty in identifying a disability through a language in development. This language acquisition or language disorder question has manifested in paradoxical disproportionality patterns for the ELL population. Some…

This article draws insight from a narrative inquiry to examine the complexities of educating immigrant students with disabilities in which language, culture, and disability collide. Issues related to language-in-education policy, teacher preparation, and the proportion and identification of culturally and linguistically diverse students were…

The evaluation of minority children for special education by law should be nondiscriminatory. To be in compliance with federal mandates such as the Individuals with Disability Education Act (IDEA), No Child Left Behind (NCLB), and Public Law 94-142, minority children who are also English language learners (ELLs) should be assessed in their native…

The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. First the researcher provides a review of the literature regarding accommodations provided for ELLs,…

Historically, neither a positive nor a supportive relationship existed between the population of students designated English language learners (ELLs) and the field of special education. Children's lack of English proficiency was often misinterpreted as a disability and they were referred for special education, whereas others who actually had a…

The purpose of this memorandum is to clarify State policy regarding English as a Second Language (ESL) services for LEP/ELL students who are also identified as having disabilities. Part 154 of the Regulations of the Commissioner of Education establishes the State's requirements for services for students with limited English proficiency. The…

All English language learners (ELLs) are to participate in an annual assessment of English language proficiency (ELP) under Title III of the No Child Left Behind Act of 2001. This includes ELLs with disabilities, regardless of whether they are high-incidence disabilities (e.g., learning disability) or low-incidence disabilities (e.g., deaf or hard…

Teacher training in gender differences can help prevent schools from failing AYP. Teachers who understand how the learning style of boys differs from the learning style of girls can leverage that knowledge to boost test scores by applying it across all four subgroups, which are defined by race/ethnicity, income, disability, or English-speaking…

This article addresses issues faced by school psychologists when assessing students who are culturally and linguistically diverse (CLD). The authors describe the growing CLD population and legal requirements for assessment of CLD students for special education eligibility. Difficulties associated with referral and assessment procedures of CLD…

Recent research has shown that the technical adequacy of assessments for special student populations is relatively undeveloped compared to their general education counterparts; that is, the technical evidence provided and the methods by which this evidence is established do not necessarily account for the unique characteristics of special needs…

The No Child Left Behind Act's emphasis on universal standards of academic performance, defined as proficiency in grade-level core curriculum and state academic assessments, challenges general education program personnel to higher standards of professional practice. Because schools must report student achievement by subgroups, including students…

Presents a model for evaluating culturally and linguistically different students to determine whether a learning problem is being created or exacerbated by sociocultural variables or a handicapping condition. The model presented allows examiners to put into practice an assessment procedure that uses a more holistic approach, incorporates informal…