The practice of referring non-naïve English-speaking children to special services when the difficulty is purely linguistic interference is a complex and controversial issue. On the one hand, it is important to ensure that all children, regardless of their language background, have access to the support they need to succeed in school. On the other hand, it is also important to avoid over-identifying children for special services.
There are several reasons why non-naïve English-speaking children may be misidentified for special services. One reason is that many of the tests used to identify children for special services are not normed on English language learners (ELLs). This means that the tests may not be an accurate measure of ELLs’ abilities.
Another reason why non-naïve English-speaking children may be misidentified for special services is that teachers and other school staff may not be trained to recognize the signs of linguistic interference. Linguistic interference is the influence of one language on another. In the case of ELLs, linguistic interference can cause students to make mistakes in their English speaking and writing. However, these mistakes are not necessarily indicative of a learning disability.
There are a few things that can be done to reduce the risk of misidentifying non-naïve English-speaking children for special services. These include:
- Using multiple measures to assess student abilities and achievement.
- Using tests that are normed on ELLs or that have been adapted for ELLs.
- Providing teachers and other school staff with training on linguistic interference and how to identify it.
- Providing ELLs with support in developing their English language skills.
It is important to note that there is no one-size-fits-all approach to addressing this issue. The best approach will vary depending on the specific needs of the child and the school district. However, by taking the steps outlined above, schools can help to ensure that all children, regardless of their language background, have access to the support they need to succeed.
Here are some additional thoughts on the issue:
- It is important to remember that non-naïve English-speaking children are a diverse group with a wide range of abilities and needs. Some ELLs may have learning disabilities, while others may not. It is important to assess each child individually to determine their specific needs.
- It is also important to consider the child’s cultural background when making decisions about special services. Some cultures may have different views on disability and special education. It is important to be respectful of the child’s culture and to involve the child’s family in the decision-making process.
- Finally, it is important to remember that the goal of special education is to help all children reach their full potential. If a non-naïve English-speaking child is eligible for special services, the child should be provided with the support they need to succeed in school and in life.