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English Language Learners on the Verge of Special Education Referral: Identifying High Leverage Practices
The over-representation of English Language Learners (ELLs) in special education continues to be an issue of inequity. Research demonstrates that when teachers use high leverage practices and are given examples of how to implement them to assist ELLs, the number of ELLs referred to special education may be reduced. This project was developed in the hope of assisting general education teachers in supporting ELLs with language development and as a byproduct to serve to reduce the misinterpretations of language as a disability. The resulting project was the creation of a table consisting of detailed high leverage practices to support ELLs with language development. General education teachers implementing these practices in their classrooms will be supporting ELLs on the brink of special education.