ENGLISH LANGUAGE LEARNERS IN SPECIAL EDUCATION

English Language Learners in Special Education: A Literature Review

Dianna Smith
Brandman University

Author Note
This paper was prepared for LBSU 487 Applied Studies Capstone
taught by
Melanie Borrego, November 13, 2016

ENGLISH LANGUAGE LEARNERS IN SPECIAL EDUCATION

The aim of this paper is to identify the overrepresentation of English Language

Learners in special education and to evaluate the various teaching strategies employed to
educate the children with learning disabilities and language difficulties.
America is a multicultural nation with a fast growing segment of student population
of English language learners (or ELL). National Council of Teachers of English (2008)
describes ELL as an active learner of the English language who may benefit from various
types of language support programs. One in five Americans speaks a second language other
than English and the Hispanic community is the largest language minority in the US (August,
Shanahan, & Escamilla, 2009). On 2014, 9.3% of the public schools enrollment in the United
States are ELL, of which five of the six states with the highest percentage of ELL enrollees
are located in the West ("English Language Learners in Public Schools", 2016). Majority of
these ELL students struggle academically ("English Language Learners and Special
Education: A Resource Handbook", 2011) due to inability to speak English and carry out
school-related literacy tasks or academic proficiency. ELLs have varied levels of language
proficiency, socioeconomic standing, and immigration status. Research shows that 57% of
ELLs are US citizens, while 43% are born elsewhere ("English Language Learners", 2008).
One of the issues surrounding this topic is the overrepresentation of ELL in special
education. On 2002, 400,000 ELLs were identified as students in special education programs
(Nguyen, 2012). Research (Nguyen, 2008; Stein, 2015) suggests that characteristics of
limited English proficiency can be misinterpreted or be classified as a sign of learning
disability. Nguyen (2008) states that this patter of overrepresentation occur in districts with a
large population of older ELL population with limited proficiency in both their first language
and English. McCardle, Mele-McCarthy, Cutting, Leos, & D'Emilio (2005) report that no
having the proper tools, procedures, and qualified staff to identify the right students for
placement also contributed to the overrepresentation. ELLs who have poor academic

ENGLISH LANGUAGE LEARNERS IN SPECIAL EDUCATION

performance and do not easily acquire the English language are often referred for special
education services. Stein (2015) add that there is a lack of classroom instruction prior to the
students referral, and inconsistencies in implementation of assessment and referral decisions.
McCardle, Mele-McCarthy, Cutting, Leos, & D'Emilio (2005) note that there is a lack of
qualified staff to provide instructions to ELL students in special education. On 2002, only
24.4% of all US public school teachers work with atleast one English learner special
education student. Only 60% of the special education teachers with at least 3 ELLs have only
received an average of 3 hours ELL training.
Some studies, however, indicate that ELLs are underrepresented in special education.
McCardle, Mele-McCarthy, Cutting, Leos, & D'Emilio (2005) believe that a smaller
percentage of ELL are receiving services than expected, given the overall representation of its
population. Their data indicates that on 2002, 73% of the school districts sampled reported to
be providing special education services to at least one ELL. The highest concentration of
ELLs who receive special education are in the urban areas.
All these issues contribute to the problems in identifying and assessing students who
are not English language proficient and placing them in special education. While most would
concentrate in resolving the root of the problem, others suggest to focus on improving
effective teaching strategies to aide ELLs who are in special education.
Conroy (2005) examines strategies to enhance learning for ELLs with visual
impairments. Research shows that participating teachers have limited knowledge and training
about how to assist ELL students with visual impairment. It is vital to distinguish between
language acquisition and language learning, as the ability to receive, understand, and build
literacy and vocabulary builds the acquisition of a second language, because this eventually
results to verbal production of a new (second) language at a comfortable rate. Teachers main
concern in using traditional ELL techniques to those who are visually impaired is the

ENGLISH LANGUAGE LEARNERS IN SPECIAL EDUCATION

importance of using visual aids to prompt language. The paper suggests several strategies:
predictable routines; use of realia or concrete objects; preview and review; total physical
response; cooperative learning; interactive read aloud; writing workshops; language
experience; and guided reading. The study highlights the importance of careful planning in
order to be successful in executing the teaching techniques. Visually impaired students need
to get used to the routine of ELL in order to reduce anxiety. Using concrete objects to
enhance and build vocabulary is also helpful to support learning. Direct teaching strategies
like cooperative learning and interactive reading may help facilitate learning. These
techniques aim to meet the diverse needs of such students while aiding the teachers to make a
planned decision in carrying out their English learning techniques.
McCardle, Mele-McCarthy, Cutting, Leos, & D'Emilio (2005) highlights the issues
surround ELLs with learning disabilities within a research context. The study suggests that
collaboration between teachers, administrators, and specialists should be established in order
to distinguish which students with learning difficulties should be receiving special education
services. Testing on the effectiveness of strategies as a whole class, small groups, and
instructional interventions are recommended.
Nguyen (2012) focuses on the effort for general education and special education to
collaborate in designing appropriate learning experiences for ELLs with learning disabilities.
The author conducts a literature review to provide a brief background what ELL is, the
challenges the face in general education classes, and the various strategies utilized to aide
students with disabilities who are ELLs. Teachers have to adapt and modify teaching methods
for ELLs with a learning disability. This is any change in test preparation or course materials
to accommodate and provide access for students with special needs. The research also
believes that building relationships with the parents is vital as parents are the childrens first
teachers. General education and special education teachers and specialist can collaborate by

ENGLISH LANGUAGE LEARNERS IN SPECIAL EDUCATION

using scaffolding strategies. Scaffolding is an effective strategy wherein teachers identify the
students zone of proximal development and create support or scaffolds based on their
current skills or level. Gradually, the scaffolds can be removed as students learn to carry out
work independently. Different kinds of scaffolds, such as mediated, task, and material, could
be executed.
Ortiz (2007) discusses specialized instructions for ELLs with specific learning
disabilities. ELLs who are in special education are disadvantaged due to the shortage of
educators who are trained to address their language and disability-related needs. To promote
effective operation and early intervention for the students to meet their maximum academic
potential, the study suggest the following: shared knowledge base among educators;
recognition of the importance of the ELLs native language; collaborative school and
community relationships; academically rich programs; effective instruction. The study
highlights the importance of early intervention, and this responsibility falls in the hands of the
general education professionals. The school administration should foster a supporting
environment in order to meet the needs of these students with little chance of succeeding
academically.
Stein (2015) compiles various observations on the role of a teacher in the English
language learning program, and the teacher preparation programs between special education
professionals. Learning a second language is a common struggle among ELLs resulting to
academic difficulties. The author suggests the pre-referral process as a central function in
providing needs for the intersection of ELL in regular and special education. Teachers should
be aware of English language needs of students with disabilities as identified and assessed on
their IEPs. The specialist must serve as a consultant and provide adequate information to
facilitate the ability of the team in determining whether the childs learning difficulty is
related to linguistic or cultural diversity. While disability may impact the development of an

ENGLISH LANGUAGE LEARNERS IN SPECIAL EDUCATION

ELLs first language, one must consider the following domains when diagnosing a students
ability: listening; speaking; reading; and writing. ELLs with special needs must receive
assessments on their current level of proficiency.
In summary, it is important for the teachers to be trained in assisting ELL with
disabilities or special needs. Literature stresses the importance of offering support and
collaborative effort between the students and other stakeholders, in order to effectively place
an EL student appropriately in special education programs. While it is crucial to detect early
intervention for students showing signs of language difficulties and learning disabilities, it
can easily be referred to special education services if not examined carefully.

ENGLISH LANGUAGE LEARNERS IN SPECIAL EDUCATION

References
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ENGLISH LANGUAGE LEARNERS IN SPECIAL EDUCATION

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