Exceptional ELs

If a gifted student who is also an learning disabled is twice exceptional, then I propose a student who is an English Learner and learning disabled, is also exceptional. If they are gifted, multilingual, and learning disadvantaged, then perhaps they are "thrice exceptional".

Quick Quiz: As you read the following list, think about whether you believe that the difference described is due to the student learning multiple languages or a learning disability. If the student displayed the following behavior might you be inclined to look for a learning disability?

Sample questions from: OELA English Learner Tool Kit, Chapter 6 Tool #2 from the Department of Education

1. An English Learner is not responding to verbal directions

2. A student is unable to orally retell a story.

3. Unable to decode words correctly

4. A student doesn't understand a passage read but they have strong fluency and accuracy.

As you can see from the questions above, and the answers below, there are many facts to be be taken into account when considering whether a student's learning difficulty is due to language versus if they are due to a true learning disability. While it can't hurt a student to be referred to Student Success Team (SST), the amount of time it takes to arrive at the conclusion to go, the toll such a meeting takes on the family, and the teacher are something to consider.

1. An important question to start with is, how are they doing compared to "like peers"? That is to say, if an EL is in 4th grade in their 4th year of Learning English, their progress on a particular test needs to be compared to other 4th year ELs. If a student is in their 1st year of learning English, and they are in the 4th grade, they should not be compared to 5th year learners of English. The results would be misleading and unfair.
2. You're able to look back and use the district's EL monitoring systems to guide looking at information.
3. Some assessments such as DIBELS, should not be the sole basis for citing a student's difficulty. Be certain to use multiple measures and classroom observation.
4. Do an EL Shadowing (Dr. Soto) exercise with the student. This can help you see patterns in behavior that can be addressed immediately. You can also ask the ELD TOSA to help.
5. Be certain that Tier I interventions in the classroom have already been utilized and monitored for effectiveness.
6. Include the family in understanding what you are doing and not doing to address the student's academic and social-emotional needs.
7. Is the student a refugee? There may be other social-emotional stressors at play.
8. Gather as much information as you can about the student so that you can properly address the concerns first in class then during SST.
9. If you're getting ready to refer a student to SST, talk to the Special Ed teacher on campus. They are experts in the field and may be able to review your documents to see if there is anything you are missing?

Answer

1. Varies: It is hard to tell. It could be either, so you need more information. For example, does the student seem confused? When discussing with parents, is this consistent with home behavior?

2. It could be either depending on level of English acquisition. Possible indicators for further study would be if they cannot retell stories from their home language as well. We would want more information, perhaps testing memory or sequencing skills within the classroom prior to making judgement.

3. We don't know for sure. If the sound does not exist in their native language, it may be the cause. Student background information about home language and similarities to home language are important in transference of language phonemic knowledge. If students consistently confuse words or letters that look or sound alike, or make reversals, then this could be an indicator for further discussion of a learning issue.

4. If the student doesn't have the background knowledge, then it would be a language. If they are unable to use contextual clues then it could be a a language issue however formative feedback should show progress and growth over time.

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