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Disentangling Language Differences From Disability: A Case Study Of District-Preservice Collaboration, Julie Esparza Brown, Phyllis Campbell Ault

Journal of Multilingual Education Research

Identifying which K-12 English Learners (ELs) should receive special education services has historically been challenging and fraught with error. Educators are commonly puzzled as to whether an EL student’s academic difficulties are the result of insufficient academic English language, inappropriate instruction, or an intrinsic learning disability. This article examines the influence of a university–district partnership designed to prepare bilingual/bicultural special educators with specific skills and knowledge in disentangling language difference from disability. A unique aspect of the program was that these “BiSped” educators were mostly bilingual, bicultural paraprofessionals in their schools. This feature of the program recognized the unique position …