English Language Learners Is This Child Mislabledest Time 1 Hourt ✓ Solved

English Language Learners: Is This Child Mislabled? Est. Time: 1 Hour The contents of this resource were developed under a grant from the U.S. Department of Education, #H325E120002. However, those contents do not necessarily represent the policy of the U.S.

Department of Education, and you should not assume endorsement by the Federal Government. Project Officers, Sarah Allen and Tracie Dickson. n THE IRIS CENTER ï„® Activity Objective Learn about and discuss some of the issues related to cultural and linguistic diversity, student assessment, and placement decisions. Scenario Serge Romanich, a third-grade student and refugee from Serbia, spoke limited English. His education had been sporadic at best and the new elementary school he was attending had tested and classified him as learning disabled. A week before school was scheduled to start, Harry Simms, the principal at Oakwood Elementary, was busy at his desk.

The school secretary entered his office and said, “There are some people here to see you. I think they want to enroll a student.†Harry stood up and welcomed the visitors, two women and an-eight-year-old boy. “I am Byona Romanich and this is Serge,†said one of the women. The other woman quickly added, “I am Byona’s sister-in-law, Trina. I am here to interpret for her because she speaks only French, Russian, and Spanish—very little English.

She would like to enroll Serge in the school.†Trina translated as Byona talked. “Serge was born in Serbia and his development was completely normal, just like the other little boys of the village. He was getting ready to begin school when the Serbian war began. We went to France and stayed with relatives outside Vichy. Although Serge was ready to begin school, he was unable to attend until the next school year due to my extended hospital stay.

During his schooling in France, he did not speak the language very well and received no reading instruction. At that point, Serge, his sister, and I traveled to America to join my brother.†Harry did not know how to respond. He decided simply to welcome Serge to Oakwood and assure Mrs. Romanich the school staff would help him adjust to his new environment. Serge was placed in a third-grade class and received additional services from the Limited English Proficiency (LEP) program.

He made very little progress over the next few months. Serge was essentially a non-reader and showed little aptitude in the LEP class. His teacher suggested to Mrs. Romanich that perhaps Serge had a learning disability that should be explored with testing. English Language Learners: Is This Child Mislabled?

Est. Time: 1 Hour n THE IRIS CENTER ï„® Activity Scenario [Cont.] Mrs. Romanich rejected that possibility, stating that she felt that her son would catch up as he became more proficient in speaking the language. By the end of the year, Serge had not caught up. He was still struggling with the language and had made very little academic progress.

Mrs. Romanich reluctantly agreed to have Serge tested. When the testing was complete, she met with Serge’s teachers, the principal, and the school psychologist. The school psychologist read the evaluation results. “Serge’s score on the Leiter (a nonverbal intelligence test often used with non-English speakers) was 105.

This score falls within the Average range of intelligence. On the Woodcock-Johnson Test of Cognitive Abilities, he scored at least 2 standard deviations below the mean in the areas of auditory processing, short-term memory, comprehension knowledge, and fluid reasoning; tasks that typically measure an individual’s verbal abilities. He scored in the Average range in: long-term processing, processing speed, and visual processing; these tasks are mostly perceptual. On the Woodcock-Johnson Tests of Achievement, Serge scored 2 standard deviations below the mean in reading, written language, and knowledge. He scored in the Average range in math.†The school psychologist then turned to Mrs.

Romanich and her interpreter and said, “This pattern of scores, achievement scores 2 standard deviations or more below the intelligence score, is indicative of a learning disability. In addition, the equally wide gap between Serge’s verbal and non-verbal scores supports the proposition that he has a learning disability. He would benefit from individualized and small-group instruction for part of the day in a resource room.†Everyone around the table nodded in agreement except Serge’s mother. Mrs. Romanich said, “I think Serge is just having trouble picking up the language.

At home he does fine. He seems so intelligent to me.†“He is intelligent, Mrs. Romanich, but he has a learning disability that is holding him back. We can help him overcome that disability and achieve his full potential by providing more individualized instruction. He will also continue to receive services in the LEP class,†the psychologist responded.

Mrs. Romanich finally agreed to the placement. Despite his new placement, Serge made limited progress the next year in fourth grade. However, fifth grade proved to be a true success story for Serge. His new resource teacher, Mrs.

Evans, was in her third year of teaching. She was impressed by the diversity of the students at the school, including a large population of children of Serbian descent. She became interested in finding out as much as she could about the culture and background of her students in order to develop a relationship with them. She developed an especially close relationship with Serge. English Language Learners: Is This Child Mislabled?

Est. Time: 1 Hour n THE IRIS CENTER ï„® Activity Scenario [Cont.] Mrs. Evans worked with Serge in a resource pull-out program for two hours every day. She also went into Serge’s classroom three times each week for language arts in order to provide him with additional support. Serge’s English speaking proficiency increased as well as his reading skills.

The combination of resource room instruction and an inclusive language class proved to be effective. Serge progressed from being a non-reader to reading and speaking English at a second-grade level. His math skills were even stronger. Mrs. Evans observed firsthand Serge’s rapid academic achievement.

She noted that when Serge was introduced to a new word and its definition, he was able to retain that knowledge. Although Serge was still a quiet child and hesitant to become involved in detailed English conversations, he was very comfortable when talking socially to his peers. Because of his rapid academic growth, Mrs. Evans began to question Serge’s diagnosis of learning disabled. She decided to check out his records in the school office.

As she read his file, she discovered that the initial testing was done in English and Serbian, but Serbian was used only if Serge indicated that he did not understand what was being said. She thought of the gains Serge had made this year. Was he really learning disabled, or did he simply need more time to learn and feel comfortable speaking English? Could the testing results simply be a result of poor language skills and not a learning disability per se? She continued to ponder the situation as she closed Serge’s file and handed it back to the secretary.

Questions/Discussion Topics 1. Do you think Serge’s skills were assessed adequately? Do you think he was correctly identified as learning disabled. Why or why not? 2.

Do you think a special education placement was appropriate for Serge? Why or why not? What kind of progress do you think he would have made in a general education setting without individualized instruction? 3. Mrs.

Evans learned about the cultural background of her students. How do you think this knowledge impacted her teaching?

Paper for above instructions

English Language Learners: Is This Child Mislabeled?

Introduction

The educational landscape has evolved significantly in recent years, becoming increasingly accommodating to diverse student populations. Yet, challenges remain in the accurate identification of learning disabilities, especially among English Language Learners (ELLs) like Serge Romanich, a third-grade student from Serbia. In this paper, we will analyze Serge's educational assessment and subsequent placement, evaluating if he was correctly classified as learning disabled. We will discuss the adequacy of his skill assessments, the appropriateness of special education placement, and the significance of cultural knowledge among educators.

Assessing Serge’s Skills

Serge's case is emblematic of the complexity surrounding assessments for ELLs. Initially classified as learning disabled based on English-speaking assessments, Serge’s scores on the Leiter intelligence test placed him in the average range (McRae, 2015). However, on tests measuring verbal abilities, he fell two standard deviations below the mean. These discrepancies raise questions about the appropriateness of using tests designed primarily for native English speakers to evaluate a non-native speaker's abilities (Abedi, 2006).
Educational experts argue that assessments for ELLs should allow for language proficiency, cultural backgrounds, and prior educational experiences to be factored in. The U.S. Department of Education has emphasized the need for culturally responsive assessments that do not inadvertently penalize students for limited language abilities (U.S. Department of Education, 2016). In Serge’s case, although he scored poorly on verbal assessments, does that inherently classify him as learning disabled, or might it indicate he required more acclimatization, time, and language support?
It is crucial to consider that so much of Serge's learning had been disrupted due to war and inadequate schooling in France, along with the language barriers he faced. Research suggests that ELLs often display lower academic performance initially, which may not be indicative of true learning disabilities (Rodriguez, 2015). Evidence-based strategies for ELL assessment should combine quantitative and qualitative measures (Duran et al., 2010), indicating that Serge was likely misunderstood due to his language proficiency rather than a genuine learning disability.

Special Education Placement for Serge

The decision to place Serge in a resource room for individualized instruction raises critical questions about the nature of special education. Some argue that students like Serge would progress better in a general education setting with additional language support (Tomlinson, 2014). In many cases, special education placement may inadvertently segregate ELLs, further complicating language acquisition. According to Gerber et al. (2014), ELLs can significantly benefit from inclusive classrooms where they receive strategic support rather than being isolated in separate resource rooms.
Without individualized instruction, Serge may have latently struggled in a general education setting where teachers might not have understood his needs for additional language development. Nonetheless, his educational success experienced in Mr. Evans's resource room illustrates how targeted intervention, combined with a genuine understanding of a student’s cultural background, can lead to meaningful learning outcomes. Mrs. Evans's successful engagement with Serge and her investment in understanding his cultural context highlight the necessity of culturally responsive teaching (Villegas & Lucas, 2002).

The Impact of Cultural Knowledge on Teaching

Mrs. Evans’s engagement with her students’ backgrounds significantly impacted her teaching methods and relationship with Serge. Her proactive approach in learning about her students' cultures allowed her to create a more approachable and inclusive environment. Culturally relevant pedagogy emphasizes the need for instructors to connect content with their students’ cultural references (Ladson-Billings, 1995). This understanding not only improves student engagement but also supports academic achievement by validating students' backgrounds.
Research has shown that educators with cultural awareness adjust their teaching strategies to accommodate various learning styles, ultimately fostering an environment of comprehension and connection (Gay, 2010). For Serge, Mrs. Evans’s approach likely mitigated feelings of isolation and inadequacy often experienced by ELLs, enhancing his confidence and participation in the classroom. By catering to both his language and academic needs, she facilitated Serge's growth not only as a learner but as a member of the class community.

Conclusion

The case of Serge Romanich serves as a powerful reminder of the importance of accurate assessment and culturally responsive teaching. Mislabeling ELLs as learning disabled can have long-lasting negative implications for their educational trajectory and self-esteem. Serge’s initial classification was likely influenced more by his limited English proficiency than by any inherent cognitive limitations.
Effective strategies for supporting ELLs should prioritize not only assessments that focus on language but also efforts to build meaningful relationships and understanding between students and educators. Becoming aware of cultural factors and offering individualized support, such as those provided by Mrs. Evans, can allow ELL students not only to catch up with their peers but also to thrive.
In the end, schools must reevaluate their approaches to assessment and placement, ensuring that they accommodate the diverse needs of all students. Educational policies should lean towards inclusion rather than segregation, taking into account the multifaceted challenges many ELLs face. By continuing to refine assessment practices and nurturing cultural understanding among educators, we can foster a more equitable educational environment for all students.

References

1. Abedi, J. (2006). Measuring student achievement in a linguistically diverse society. Educational Assessment, 11(1), 1-16.
2. Duran, L. M., et al. (2010). Assessment of English Language Learners: Issues and recommendations. Review of Educational Research, 80(4), 649-683.
3. Gerber, M. M., et al. (2014). Inclusive practices for ELLs in the classroom. Focus on Exceptional Children, 46(1), 1-12.
4. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
5. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
6. McRae, C. (2015). Assessment of English language learners in special education. The Journal of Special Education, 49(4), 225-235.
7. Rodriguez, A. (2015). ELLs and achievement: An analysis of standardized tests. Journal of Language, Identity & Education, 14(4), 245-261.
8. Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
9. U.S. Department of Education. (2016). FAQs on ELLs and assessments. Retrieved from https://www.ed.gov/essa
10. Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. State University of New York Press.