Learning Disabilities And Diverse Students With Special Needs

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In the article, Strategies for Culturally and Linguistically Diverse Students with Special Needs, the author describes the assessment and instructional issues related to culturally and linguistically diverse students with special needs. The article goes into detail to discuss the current trends, prevalence rates, and general guidelines for appropriate assessments when working with English language learners who are also diagnosed with special needs. The author also includes in the article, research-based academic and behavioral strategies to employ when working closely with these students. As stated earlier, one of the main points of the article was the discussion of the overrepresentation of culturally and linguistically diverse (CDL) students in special education categories, such as learning disabilities and emotionally disturbed categories. One of the reasons cited for the overrepresentation of CDL students is biased and problematic assessment practices, as well as, the lack of understanding of educational professionals on the difference between an English language acquisition and the actual presence of a learning disability. As the article states, many educational professionals have argued the validity of standardized tests when assessing English language learners (ELLs), and suggest that educators employ alternative forms of assessment to measure the students’ abilities. Some of the alternative assessment techniques recommended in the article are analytic
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