Part 1
There are many challenges involved in assessing whether or not an ELL has LD. One of the main challenges lies in the language in which the assessment is written and administered. It may seem most logical to assess in the L1 of the ELL. However, there are several issues with that strategy.
Activity
Choose one of the 5 points above that interests you. Using research (including discussion with colleagues) and personal experience (if you have any to draw from), elaborate upon why that issue is a valid challenge to assessing an ELL for LD. Your response should be at least one paragraph (6-8 sentences) long. Post your response to the discussion board to share with others.
- Some L1s are very localized languages for which there are no assessments. For example, while someone from Haiti may speak French, it is very likely their L1 (and therefore most fluent and appropriate language for assessment) is Haitian Creole, and norm-referenced, standardized assessments are not available in that language (Schwarz, 5).
- Some students have moved around a lot, and may have developed several languages partially, and no language fluently, meaning that they have no functional L1 (Schwarz, 5). If a child has parents who insist on speaking only English at home, even though they are far from fluent, this can also result in the loss of L1, making the child’s primary language “broken English.” I taught a student with this issue, and it didn’t matter which language we asked her questions in, she did not have enough functional vocabulary in any language to understand and answer us.
- Some languages have a very straightforward writing system, which makes reading and spelling fairly simple tasks, and students with LD may not even stand out in those systems. However, because LD is a neurological issue, it is still there, and the effects will appear when a new language is attempted (Schwarz, 5). If you test in their L1, the results may appear to indicate no LD, but it would not be accurate or conclusive.
- There are currently no statistically reliable screening methods in other languages. It is a very complicated process to come up with an assessment that works in other linguistic and cultural contexts, and other countries are working on developing them, but there are none to use right now. (Schwarz, 6)
- We cannot simply translate an English assessment into the L1 because of the many cultural and linguistic elements that simply are not relevant in other languages (Schwarz, 6). For example, in Thai, each vowel sound as a separate and distinct character, and once you know how to pronounce that character, you can read it successfully every time. However, in English, our five (or six) vowels make a very wide variety of sounds, and reading them requires great attention to detail and recall of a variety of rules. A reading assessment then, would likely show a fairly competent reader on a Thai assessment, but may reveal an LD when reading the English text.
Activity
Choose one of the 5 points above that interests you. Using research (including discussion with colleagues) and personal experience (if you have any to draw from), elaborate upon why that issue is a valid challenge to assessing an ELL for LD. Your response should be at least one paragraph (6-8 sentences) long. Post your response to the discussion board to share with others.
Part 2
In the absence of an appropriate formal assessment, informal identification is a good initial approach to use so that ELLs can still receive access to the systems and supports they need. In our current school systems that follow the Response to Intervention framework (RTI), there are ample ways we can provide support for our students without formal identification.
RTI is a three-tier approach to supporting students. The first tier involves quality classroom instruction and whole-class interventions. Students are assessed frequently and any students deemed at risk are provided with additional supports in the classroom (such as using computers to type assignments, having a quiet work space to help them focus, reducing the number of questions a student must answer, etc). Students receiving additional support are assessed regularly for feedback to ensure that the supports are producing results. If classroom supports are insufficient and further support is needed, the intervention moves to the second tier. At this level, students receive additional supports in small-group settings. The intensity of the support offered may vary based on the specific needs of the students in the group. If group interventions are insufficient, the student is moved to the third tier, which involves individualizing and intensifying the supports the student receives, and possibly recommending them for a comprehensive evaluation to formally identify their learning strengths and needs. (RTI Network)
It is important to note that the first step in this entire process is to assess students in order to identify areas of need that are not being addressed through quality classroom instruction. In the case of assessing ELLs with possible LD, it is often necessary to conduct that assessment informally, due to the challenges with formal assessments mentioned above. This can be accomplished through observation of classroom conduct and conversation, and collecting samples of written work. It is important to look for learning needs that remain constant over time and that do not improve with professionally sound instruction (Schwarz, 12), as it is the lack of progress under "normal circumstances" that is evidence of a challenge beyond the language barrier. There are three questions which can help help ascertain whether LD is affecting the ELL’s learning:
It is important to keep records of your observations and rationale in order to prepare an Individualized Education Program (IEP). A student does not need to be formally identified in order to have an IEP, but in such a case, the IEP must include a clear description of the behaviours and/or indicators that demonstrate the need for Special Education services (Ontario Ministry of Education, 5). You will need your clear notes in order to substantiate your claims and proposals while preparing the IEP.
Activity
Create a template for an observation form that you could use when gathering data to write an IEP for an ELL with suspected LD. You could choose to make a checklist, or another type of form - whatever you would find most useful.
RTI is a three-tier approach to supporting students. The first tier involves quality classroom instruction and whole-class interventions. Students are assessed frequently and any students deemed at risk are provided with additional supports in the classroom (such as using computers to type assignments, having a quiet work space to help them focus, reducing the number of questions a student must answer, etc). Students receiving additional support are assessed regularly for feedback to ensure that the supports are producing results. If classroom supports are insufficient and further support is needed, the intervention moves to the second tier. At this level, students receive additional supports in small-group settings. The intensity of the support offered may vary based on the specific needs of the students in the group. If group interventions are insufficient, the student is moved to the third tier, which involves individualizing and intensifying the supports the student receives, and possibly recommending them for a comprehensive evaluation to formally identify their learning strengths and needs. (RTI Network)
It is important to note that the first step in this entire process is to assess students in order to identify areas of need that are not being addressed through quality classroom instruction. In the case of assessing ELLs with possible LD, it is often necessary to conduct that assessment informally, due to the challenges with formal assessments mentioned above. This can be accomplished through observation of classroom conduct and conversation, and collecting samples of written work. It is important to look for learning needs that remain constant over time and that do not improve with professionally sound instruction (Schwarz, 12), as it is the lack of progress under "normal circumstances" that is evidence of a challenge beyond the language barrier. There are three questions which can help help ascertain whether LD is affecting the ELL’s learning:
- “Has the problem persisted over a long period of time?”
- “Has the problem persisted despite normal, appropriate instruction?”
- “Does the learning show a clear pattern of strengths and weaknesses both in and out of the classroom?” If there are strengths in other areas of academics or life skills not related to literacy or numeracy, then weakness in those areas suggests LD.
It is important to keep records of your observations and rationale in order to prepare an Individualized Education Program (IEP). A student does not need to be formally identified in order to have an IEP, but in such a case, the IEP must include a clear description of the behaviours and/or indicators that demonstrate the need for Special Education services (Ontario Ministry of Education, 5). You will need your clear notes in order to substantiate your claims and proposals while preparing the IEP.
Activity
Create a template for an observation form that you could use when gathering data to write an IEP for an ELL with suspected LD. You could choose to make a checklist, or another type of form - whatever you would find most useful.