Article on Learning Disabilities Review

The article that I read is entitled "State Policy and Guidance for Identifying Learning Disabilities in Culturally Learning Disabilities in Culturally and Linguistically Diverse Students".  The article mentions the importance of using the response to intervention (RTI) approach in identifying a specific learning disability.  It is a practice that works with cultural and linguistically diverse (CLD) students (racial and ethnic diverse students that speak another language besides English).  Still the underlying issue that CLD students often get misidentified as having a learning disability.  Although the federal special education legislation provides guidelines and procedures to follow when identifying a student with a specific learning disability, each state has different manner of assessing and ways of following procedures.

The article identifies four factors that affect the difficult process of identifying a CLD student with a specific learning disability.  First, the assessments provided for a CLD students are limited.  In order for an assessment to valid, it must be used overtime, where it could have set a norm of outcomes about said population and really reflect a true identifier of a specific learning disability.  The problem most of the time there is no consistency.

Another factor is the personnel working with CLD students.  the article emphasizes the importance of providing professional development in implementing the RTI and tools that can help CLD students.  The frustration begins when the PD's are not given and the teachers and other professionals are left with the responsibility to assess these students.

The last factor mentioned is systematic integration.  The question here is how is the first language affecting the students in being able to acquire a second language in this case English.  In order to assess a student correctly there must be assessments given in both languages, reliable tools should be used, give credit if answers are given correctly in either language, take into account the student's progress in school, and his/her natural strengths and weaknesses.

The article focused their research in all fifty states to find what kind of procedures and support each state is providing.  Illinois is mentioned a few in the article.  Illinois is one of three states that require a assessments done in native language of the student. Illinois also requires its personnel to be involved in the evaluation and identification process of a specific learning disability.  Illinois also requires an interpreter to be present to assist non-English speakers.  They found that few states have "regulated specific practices for the identification of a specific learning disability in CLD students, more states have provide guidance documents in one or ore areas related to the specific learning disability process, RTI process or English instruction and supports." (Scott, 2014).

Personnel still feel they are limited in ways to assist CLD students.  More professional developments consistent assessments, consistent process of RTI, and a consensus in state policies concerning school level system integration are ways to move in the direction in improving the academic experience for CLD students.

This was a lengthy article to read, it was difficult to provide a much shorter summary.  The article is informative and also a big slap of reality.  There is so much need of improvements in support for students as well as teachers.  One of the difficulties the article mentioned is limited assessments available to use on CDL student.  The students that I've suspected of having a learning disability have all had different issues.  I am proud to have been able to advocate for two students and find a better placement for them, they truly did have a learning disability.  They both spoke a bit of English which made the assessment easier.  But I think, how many, did I get by, that I let go without helping.  And if I helped I felt like it wasn't enough.  For example, we have a student now, comes and goes from Mexico, obviously he speaks more Spanish than English.  He writes his d's and b's backwards.  When he reads in Spanish he only looks at the first few letters and guesses at time what the word is.  In math class, he needs constant one-on one support.  Does he need to be evaluated?  Could it be his inconsistent access to education that is failing him?  If we do start an RTI process with him will he even be here long enough for us to do process correctly?  The list of questions continue.

 

 

Reference

Scott, A.N., Hauerwas, L.B., Brown, R.D. (2014). State Policy and Guidance for Identifying Learning Disabilities in Culturally and Linguistically Diverse Students. Learning Disability Quarterly, Vol. 37(3), 172-185. http://ezproxy.trnty.edu:3062/ehost/pdfviewer/pdfviewer?sid=31dbc5d7-3aec-47c7-8a2f-c21759674593%40sessionmgr4004&vid=7&hid=4209.