17 – Disproportionate Representation of English Language Learners in Special Edu
17 – Disproportionate Representation of English Language Learners in Special Education
Cari Pankewich
The landscape of Saskatchewan schools is changing. The Ministry of Education indicates that in September 2017, 9.2% of Saskatchewan students in Grades 1-12 were receiving EAL support. School divisions have noted that even newcomer students who arrive with some English language skills require EAL support to reach adequate proficiency levels for school purposes (ECUR 415 Module 1 Slide Presentation). EAL students enter school with culturally and linguistically diverse backgrounds that are different from their mainstream peers. This diversity can be misunderstood in the classroom context, resulting in disproportionate placement numbers in Special Education. This paper aims to provide information regarding the reasons that EAL leaners are disproportionately represented in Special Education, how this placement affects EAL students, and how teachers can move toward a more balanced view of their EAL students.
Difference or Disability
In the general population, about 12% will have a learning disability whether they speak one language or several, whether they speak English or another language. However, the same percentage of ELLs are not necessarily identified as having a learning disability and have been both under- and over-identified (Hamayan, Marler, Sanchez-Lopez, & Damino, 2007). Sullivan (2011) suggests that understanding the underlying issues regarding the disproportionate numbers of ELLS in special education requires an examination of current practices and willingness to explore new ways of defining educational practices. Disproportionately classifying ELLs as learning disabled will not aid ELLs, as many of their struggles are based on language development.
Traditionally, guidelines for identification of students with special needs have been designed for a monolingual, mainstream population. Such guidelines put culturally and linguistically diverse students at risk for either over-referral or under-referral to special education (Oritz, 1998). Collier (2004) explains that the differences that ELLs may display in the classroom can be mistaken for disability. Teachers need to be aware that although social and everyday English can develop quite quickly in ELLs, research suggests that it can take at least five to seven years to develop the academic and language skills of their monolingual peers (Cummins, 1995, 1997, 2000). Adolescent ELLs may face more challenges in this respect and struggle with academic subjects due to lack of adequate academic language skills. Cummins (1995) expresses concern about Special Education placements, explaining that they are not a viable option for the amount of time that a student may need support in mastering the academic aspects of English.
Teachers’ Limited Understanding of Language Learning
EAL learners bring with them a range of skills and strengths. What they do not have are strong English skills. “We must make su