There are a number of reasons why English Language Learners (ELLs) are overrepresented in programs for gifted and talented students, special education, and exceptional student services (ESS).
High Representation in ESS/Special Education Factors
Language Ability Misinterpretation: ELLs are overrepresented in special education programs because their language acquisition difficulties are frequently misdiagnosed as learning disorders. Cultural Bias in Assessment: Misdiagnosis may result from standardized tests' failure to take into account language and cultural variety, which is used to determine special education needs. Insufficient Instructional Support: In the event that English Language Learners (ELLs) encounter difficulties in their academic pursuits, they may be sent to special education.
Reasons for the Low Participation Rate in Talented and Gifted Programs
Under identification: ELLs may not realize their brilliant potential because of linguistic limitations. Limited Opportunities for Enrichment: ELLs might not have as much access to enrichment activities that could identify them as gifted.
It's critical to employ several identification methods, deliver culturally sensitive instruction, and guarantee that ELLs have access to opportunities and resources in order to mitigate these discrepancies.
How can an educator assist in identifying pupils who are exceptional and talented among English Language Learners?
Reference
Diaz-Rico, L. T. (2017).
The crosscultural, language, and academic development handbook: A complete K-12 reference guide
(6th ed.). Boston, MA: Pearson. ISBN-13: 9780134293257
