Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments

Abstract

ACCOMMODATIONS FOR ENGLISH LANGUATE LEARNERS WITH DISABILITIES IN FEDERALLY-MANDATED STATEWIDE ENGLISH LANGUAGE PROFICIENCY ASSESSMENTS By Laura M. Kuti, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2011 Major Director: Yaoying Xu, Ph.D. Associate Professor, Department of Special Education and Disability Policy School of Education The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. First the researcher provides a review of the literature regarding accommodations provided for ELLs, students with disabilities on English assessments, and ELLs with disabilities on ELP assessments. The researcher examined the literature for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. Based on the research presented in the review of the literature, the researcher provides the results from investigating data related to ELLs with disabilities and specific accommodations used by