Total views : 4198
English Language Learners with Disabilities: Classification, Assessment, and Accommodation Issues
English language learners with disabilities (ELLWD) face many challenges in their academic career. Learning a new language and coping with their disabilities create obstacles in their academic progress. Variables relegating accessibility of assessments for students with disabilities and ELL students may seriously hinder the academic performance of ELLWD students. Furthermore, classification and accommodation for these students requires a more complex design than those for either ELLs or students with disabilities. Proper identification of these students is a challenge if their disability is masked by their limited English proficiency, or vice versa. Improper identification may lead to inappropriate instruction, assessment and accommodation for these students. Linguistic and cultural biases may affect the validity of assessment for ELLWD students. In this paper, issues concerning accessibility of assessment, classification, and accommodations for ELLWD students are discussed and recommendations for more accessible assessments for these students are provided.
- Abedi, J. (2004). The No Child Left Behind Act and English language learners: Assessment and accountability issues. Educational Researcher, 33(1), 4-14.
- Abedi, J. (2006a). Psychometric issues in the ELL assessment and special education eligibility. Teacher’s College Record, 108(11): 2282-2303.
- Abedi, J. (2006b). Language Issues in Item-Development. In Downing, S. M. and Haladyna, T. M. (Eds.). Handbook of Test Development (pp. 377-398). Mahwah, NJ: Lawrence Erlbaum Associates.
- Abedi, J. (2007). English Language Learners with Disabilities. In Cahlan-Laitusis, C. & Cook, L. (Eds.). Accommodating student with disabilities on state assessments: What works? (pp. 23-35) Arlington, VA: Council for Exceptional Children.
- Abedi, J. (2008). Classification system for English language learners: Issues and recommendations. Educational Measurement: Issues and Practice, 27 (3), 17-22.
- Abedi, J., Courtney, M., & Leon, S. (2003). Research-supported accommodation for English language learners in NAEP (CSE Tech. Rep. No. 586). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
- Abedi, J. & Herman, J. (in press). Assessing English language learners’ opportunity to learn mathematics: Issues and limitations. Teachers College Record.
- Abedi, J., Hofstetter, C., & Lord, C. (2004). Assessment accommodations for English language learners: Implications for policy-based empirical research. Review of Educational Research, 74(1), 1-28.
- Abedi, J., Kao, J.C., Leon, S., Sullivan, L., Herman, J., Pope, R., & Mastergeorge, A. (2008). Exploring factors that affect the accessibility of reading comprehension assessments for students with disabilities: A study of segmented text. Minneapolis, MN: University of Minnesota, Partnership for Accessible Reading Assessment.
- Abedi, J., Leon, S., & Mirocha, J. (2003). Impact of student language background on content-based performance: Analyses of extant data (CSE Tech. Rep. No. 603). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
- Abedi, J., Lord, C., & Plummer, J. (1997). Language background as a variable in NAEP mathematics performance (CSE Tech. Rep. No. 429). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
- Abedi, J., Lord, C., Hofstetter, C., & Baker, E. (2000). Impact of accommodation strategies on English language learners’ test performance. Educational Measurement: Issues and Practice, 19(3), 16-26.
- Aldus, D., & Thurlow, M. (2005). Beyond subgroup reporting: English language learners with disabilities in 2002-2003 online state assessment reports (ELLs with Disabilities Report 10). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved August 28, 2008 from the World Wide Web: http://education.umn.edu/NCEO/OnlinePubs/ELLsDisReport10.html.
- Anderson, M., Minnema, J., Thurlow, M., & Hall-Lande, J. (2005). Confronting the unique challenges of including English language learners with disabilities in statewide assessments (ELLs with Disabilities Report 9). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
- Artiles, A. J., Rueda, R., Salazar, J., & Higareda, I. (2005). Within-group diversity in minority disproportionate representation: English Language Learners in urban school districts. Exceptional Children, 71, 283-300.
- Bejar, I. (1980). A Procedure for investigating the unidimensionality of achievement tests based on item parameter estimates. Journal of Educational Measurement, 7, 283-296.
- Carroll, J. B. (1983). The difficulty of a test and its factor composition revisited. In H. Wainer & S. Messick (Eds.). Principals of modern psychological measurement: A festschrift for Frederic M. Lord (pp. 257-282). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Cook, L. L., Dorans, N. J., & Eignor, D. R. (1988). An assessment of the dimensionality of three SAT – Verbal test editions. Journal of Educational Statistics, 13, 19-43.
- Le Floch, K.C., Martinez, F.C., O'Day, J., Stecher, B., Taylor, J., Cook, A. (2007). State and Local Implementation of the "No Child Left Behind Act." Volume III--Accountability under "NCLB" Interim Report. US Department of Education.
- Linn, R. L. & Gronlund, N. E. (1995). Measurement and assessment in teaching (7th ed.) Englewood Cliffs, NJ: Prentice-Hall.
- Maihoff, N. A. (2002, June). Using Delaware data in making decisions regarding the education of LEP students. Paper presented at the Council of Chief State School Officers 32nd Annual National Conference on Large-Scale Assessment, Palm Desert, CA.
- Messick, S. (1994). The interplay of evidence and consequences in the validation of performance assessments, Educational Researcher, 23(2): 13-23.
- Minnema, J., Thurlow, M., Anderson, M., & Stone, K. (2005). English language learners with disabilities and large-scale assessments: What the literature can tell us (ELLs with Disabilities Report 6). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
- No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
- Ortiz, A. A. (2002). Prevention of school failure and early intervention for English language learners. In Artiles A. J. & Ortiz, A. A. (Ed.). English language learners with special education needs (pp.31-63). Washington, DC: Center for Applied Linguistics.
- Perie, M., Grigg, W. & Donahue, P. (2005). The Nation’s Report Card: Reading 2005 (NCES 2006-451). U.S. Department of Education, National Center for Eduction Statistics. Washington, DC: U.S. Government Printing Office.
- Reschly, D.J. (1996). Identification and assessment of students with disabilities. The Future of Children, 6(1), 40-53.
- Rivera. C. (2003, June) State assessment policies for English language learners. Presented at the 2003 Large-Scale Assessment Conference. San Antonio, Texas.
- Rivera, C., Collum, E., Shafer, L., & Sia, J. K. (2004). Analysis of state assessmentpolicies regarding the accommodation of English language learners, SY 2000–2001. Arlington, VA: George Washington University, Center for Equity and Excellence in Education.
- Rueda, A., Artiles, A. J., Salazar, J., & Higareda, I. (2002). An analysis of special education as a response to the diminished academic achievement of Chicano/Latino students: An update. In R.R. Valenica (Ed.). Chicano school failure and success: Past, present, and future (2nd ed., pp. 310-332). London: Routledge/Palmer.
- Sireci, S. G., Li, S., & Scarpati, S. (2003). The effects of test accommodation on test performance: A review of the literature (Center for Educational Assessment Research Report No. 485). Amherst, MA: School of Education, University of Massachusetts, Amherst.
- Solano-Flores, G., & Trumbull, E. (2003). Examining language in context: The need for new research and practice paradigms in the testing of English-language learners. Educational Researcher, 32(2), 3–13.
- Thurlow, M., & Liu, K. (2001). State and district assessments as an avenue to equity and excellence for English language learners with disabilities (LEP Projects Report 2). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
- Thurlow, M. L., McGrew, S., Tindal, G., Thompson, S. J., Ysseldyke, J. E., & Elliott, J. L. (2000). Assessment accommodations research: Considerations for design and analysis (Technical Report 26). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
- U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of the Assistant Secretary (2004). National symposium on learning disabilities in English language learners, October 14-15, 2003: Symposium summary. Washington, D.C.
- Ysseldyke, J, & Bielinski, J. (2002). Effect of different methods of reporting and reclassification on trends in test scores for students with disabilities. Exceptional Children, 68(2), 189-200.
- Zehler, A. M., Fleischman, H. L., Hopstock, P. J., Pendzick, M. L., & Stephenson, T. G. (2003). Descriptive study of services to LEP students and LEP students with disabilities (Special Topic Report No. 4: Findings on Special Education LEP Students). Arlington, VA: Development Associates, Inc.
- There are currently no refbacks.