Date of Award
8-2023
Culminating Project Type
Starred Paper
Styleguide
apa
Degree Name
Early Childhood Special Education Studies: M.S.
Department
Child and Family Studies
College
School of Education
First Advisor
Frances Kayona
Second Advisor
Ahmet Simsar
Third Advisor
Ana Welu
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
English Language Learner, Early Childhood Special Education, Dual Language Learner, Family Relationships, Special Education
Abstract
This study is vital due to increasing number of English Language Learners and the negative impacts that it has on families, students and educators. This study examines the policies and procedures used to evaluate and identify English Language Learners. This study further examines the challenges teachers are facing with the misidentification of English Language Learners in special education. This study also details the challenges students face with being misidentified as English Language Learners in special education. It examines at what grade level misidentification is most likely to occur and overall, why it is occurring. The results of this study will help early childhood educators be aware of ways in which they can partner with families when working with young English Language Learners and minimize the misidentification of English Language Learners in special education.
Recommended Citation
Fogel, Emily, "Challenges Faced with the Identification of English Language Learners in Special Education" (2023). Culminating Projects in Child and Family Studies. 43.
https://repository.stcloudstate.edu/cfs_etds/43
