Rationale
We did our project on the challenges with identification for ELL students in special education. For this topic, we focused on four specific areas. We first discussed the background of what an ELL student is, as well as how a disability can be described. We briefly talked about diversity, some law and legislations regarding ELL students, and second language acquisition. We then focused on possible interventions and strategies that can implemented in the classroom prior to the assessment process to be referred for special education services. In this portion, we took a closer look at evidence-based practices in the classroom. Next, we discussed the actual assessment process of identifying ELL students for special education. We looked at the misconceptions and well as misrepresentations that can take place when identifying ELL students in the special education setting. We talked about overrepresentation, as well as underrepresentation of ELL students in the special education population. The last portion of our project looks at the differences in language and culture. In this section, we discuss assumptions about language and culture, surface culture, and deep culture. All the components and resources provided in our project are a reflection of our understanding of the challenges ELL students undergo with identification in special education.