Learning Problems vs Language Problems
The objective of this study is to examine how learning problems and language problems are related. Specifically considered will be the fact that when students who are learning English as their second language and who are experiencing academic or behavioral difficulties that the teacher and the school's problem-solving teams must examine whether these problems are related to learning a new language or whether the problems may be due to cognitive delays or developmental delay or disability.
The work of Fisher ( nd) entitled "Assessing English Language Learners for a Learning Disability or Language Issue" states that English language learners all "with learning disabilities...too often...fall through the cracks." (p.13) The reason stated for this is that these learners are often considered to be "slow English learners, or they may be in a school district that does not have enough resources to test them in their L1 for learning disabilities." (Fisher, nd, p. 13)
I. Reasons for Misdiagnosis
There are reported to be multiple reasons that English language learners are diagnosed with a learning disability and the first stated reason and the primary reason for misdiagnosis is that of "the issue of how to correctly diagnose an ELL." (Fisher, nd, p. 14) It is reported in the work of Fisher that the work of Geva (2000) made the observation that "too often ELLs were placed in special education classes on the basis of 'socioeconomic, linguistic and cultural factors rather than the psychoeducational factors." (p.14 cited in Fisher, nd, p. 14)
In addition, it is stated that the professionals "who were sued to dealing with and treating students in their L1 (English) were not trained or prepared for these different learners who had English as their L2" and that this "misinterpretation of the data that was collected to determine...
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Kinshuk, Liu, T., & Graf, S. (2009). Coping with mismatched courses: Students' behaviour and performance in courses mismatched to their learning styles. Educational Technology Research and Development, 57(6), 739-752. Retrieved from ERIC database. Kinshuk and Graf first establish the fact that students are often required to learn material that is not adaptive to their preferred learning style. The work then goes on to analyze how an interactive adaptive online/computer aided system
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