Abstract
There is a dearth of research describing the small population of students who have significant cognitive disabilities and are also English learners (ELs). This study expands what is known about this population by describing EL students who participated in Dynamic Learning Maps Alternate Assessments in 16 states during the 2016-2017 year. Data sources include (a) teacher responses to a survey of student characteristics, including items about academic skills, expressive and receptive communication, and classroom setting; (b) accessibility supports used during assessment; (c) students’ alternate assessment results; and (d) student EL services. Results are described for students identified as ELs, likely-ELs, and non-ELs. Analyses identified small but statistically significant group differences in academic and expressive-communication complexity levels, mean receptive-communication scores, instructional setting, and overall performance differences for likely-ELs compared with their peers, indicating a need for further research on instructional and assessment approaches teachers take for addressing these students’ needs.
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