Abstract
This article discusses the challenges involved with (1) content assessments for ELs; and (2) misclassifying ELs as students with learning disabilities. The author claims that "[a]ssessments in English that are constructed and normed for native English speakers may not provide valid inferences about the achievement of English language learners."
Topics
English Learners with Special Needs
English Learners
English Learners
English Learner Identification
Assessment
Assessment