UCLA

This action research project engaged school psychologists to address a problem within a specific school district: to accurately identify English Learner (EL) students with a Specific Learning Disability (SLD). School psychologists are responsible for conducting comprehensive psycho-educational evaluations with students to determine if they have a disability. SLD, the most common eligibility category for which they assess, is broadly defined as a discrepancy between a child’s cognitive potential and achievement. Unlike other categories of eligibility that are medically determined—such as deafness, blindness, or traumatic brain injury—SLD is somewhat subjective and abstract. When a student is acquiring a second language, SLD determination becomes more abstract than with English-only students. A reason for the increased complexity is the fact that some second language acquisition traits overlap with SLD traits (Harris, Sullivan, Oades-Sese, & Sotelo-Dynega, 2015; Sullivan, 2011). For example, an EL student might struggle with reading comprehension, paying attention, and following directions. Those traits are also true for a student with SLD. Consequently, despite good intentions, it is possible that a student can be misclassified with or without a SLD if he/she is are also an EL.

My study aimed to identify strategies school psychologists could use in their assessment practices with EL students to reduce the potential of misclassification. Through participatory action research, participants named three recommendations: obtain information about the student’s oral language profile through direct observations of the student during non-structured time and consultation with speech therapists, adjust test administration protocol to allow the student maximum opportunity to understand the directions rather than rigid adherence to standardized administration, and organize a panel of colleagues who are proficient in second language acquisition to provide case consultation with school psychologists on their evaluations with EL students.

Results from my study also revealed how participatory action research can be an effective approach to address disproportionate special education data in a school district. I believe the effectiveness of this approach is rooted in the organic and exploratory nature of action research design. The school psychologists self-identified existing practices that might be causes for misclassification of Hispanic students made eligible with an SLD. Then, the participants collaborated on actions to ameliorate the problem. Ultimately, the participants addressed the problem without the need for top-down mandates.