Roles of Definitional and Assessment Models in the Identification of New or Second Language Learners of English for Special Education

Abstract

This article examines the efficacy of current definitional perspectives on learning disabilities (LD) and related assessment models to support appropriate instructional and support services for learners of English with learning-related difficulties. A revised framework for defining LD and an associated assessment model, curriculum-based dynamic assessment (CDA), are proposed. The results of a teacher assessment study are reported to exemplify how this revised framework may be studied. The study examined the following questions: (a) Can curriculum-based dynamic assessments of authentic learning tasks help educators to differentiate between the work of students with limited English proficiency and their peers identified as having LD? (b) What are the characteristics of curriculum-based work samples of limited English proficient students with LD that may predictably differentiate them from their peers without LD?