As schools become inclusive, educators are faced with learners who have a variety of needs. For example, a teacher might find a growing ratio of English Second Language (ESL) learners in her class. Some learners need help to meet the requirements of the grade, and it can be challenging to define the reason for the barrier to learning.
Some ESL learners need additional help with their English Language Development and require special education or intervention. Therefore, distinguishing between special education and disability is essential as it will guide the educators’ most effective approach to teaching ESL learners.
Special education is not synonymous with disability, even though some learners with disabilities may require special education. Unfortunately, many ESL learners are misdiagnosed as having a disability and do not receive the ideal treatment for the language barriers they face.
ESL: The Difference Between Special Education And Disability
ESL learners do not learn to speak English as their first language at home but are in a school where English is the primary language of tuition.
These students are usually immigrants to the United States, United Kingdom or other English speaking country. Still, they can also be from homes or schools where English wasn’t spoken much.
Conversely, a learner with a disability as a barrier to learning may struggle with a processing disorder, auditory, visual, or another impairment that affects their progress within a class. Whether English is their first language or not, these learners might need a different type of aid to help them with the curriculum.
Some educators or specialists incorrectly assume an ESL learner has a disability because they do not fare well in assessments. This is especially evident in assessments in English as opposed to their native language. A learner might appear to have a learning disability when it’s a language barrier that could be helped with special education.
In fact a lot of assessments for special educational needs (SEN) are done in English. This puts our ESL learners at an immediate disadvantage and might lead inexperienced practitioners to suspect an SEN issue when it is in fact ESL needs which need addressing.
Furthermore, at the early stages of language development if a student’s language skills lag behind those of their peers then it can be difficult to decipher whether the issue is that of SEN or ESL.
typically this will become clear with time but certainly initially it can be difficult to diagnose.
Helping An ESL Child With Special Education
When an educator suspects a learner has a learning difficulty, many factors must be considered. Most importantly, it should not be the opinion of one educator who decides if an ESL learner is disabled or needs special education.
The ESL Learner’s Teachers Need To Collaborate
Before approaching the parents or specialists, the learner’s teachers ought to have an objective meeting about the learner to look for patterns in the learner’s behavior. Then, all educators should interpret the data critically and think deeply about the learner to get a broader idea of the learner’s needs.
In the meeting, the teachers should discuss the following:
- How the learner responds to the teacher and various aspects of that teacher’s lesson.
- The learner’s strengths and weaknesses.
- The teachers’ observations regarding likes, dislikes, abilities, and interaction with peers and the teacher.
- Behavior on the playground or sports field.
Intervention should be considered if educators agree that an ESL learner is not coping in an area. First, however, it is imperative to meet with the learner’s parents or caregivers to discuss the matter further and get their consent.
A further issue in come cultures is the fact that some parents refuse to admit, or even tolerate the idea that their child may having learning difficulties. This can be particularly frustrating when the parents refuse to let their child even take SEN tests and try to simply ignore the issue.
This can be very damaging to a child’s progress, confidence and likely success in schooling.
Meeting With The ESL Learner’s Parents Or Caregivers
When meeting with the parents or caregivers, a teacher should practice cultural acceptance and objectivity and not be swayed by personal issues. Many parents become defensive and upset for their own reasons if they hear their child is ‘failing’. Hence, the topic needs delicate handling and explanation.
The educator needs to explain that special education is supportive and isn’t a diagnosis of a disability and explain that prompt intervention is ideal. During the meeting with the caregiver, the teacher(s) should try to get as much pertinent information as possible, as this will help to tailor the assistance given to the learner.
Helpful information about the learner includes the following:
- The learner’s growth. Did they suffer from any illnesses during childhood?
- If the learner had any birth trauma.
- Social, socioeconomic, emotional, and other factors that could have affected their learning.
With parental consent, educators can follow the relevant procedures to start with special education. Remember that special education is a form of intervention tailored to a learner’s needs and not only the job of a specialized teacher or therapist.
Special education for ESL learners usually requires additional assistance with reading, writing, and speaking English.
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Diagnosis Of A Disability
An important note is that educators are not qualified to diagnose a learner, ESL or otherwise, with a disability. For example, a teacher might have years of experience and be the first to notice a learning barrier; however, this does not qualify them to diagnose a learner.
Suppose a teacher suspects a learner has a disability. In that case, a process needs to be followed, with the parent’s consent, and a specialist must assess the learner before making a diagnosis.
Additionally, it would help significantly if the specialist’s assessment is done in the learner’s native language to better understand the barriers they face.
Conclusion
Some ESL learners require assistance in the form of special education to help them catch up with the standards of their grade. Ideally, the learner, educators, parents, and specialists (if required) should be part of the holistic approach to the learner’s special education.
Additionally, ESL learners should be tested in their native language as far as possible to eliminate an incorrect diagnosis.
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