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Identifying English Language Learners with Learning Disabilities: Key Challenges and Possible Approaches
Author(s) -
Wagner Richard K.,
Francis David J.,
Morris Robin D.
Publication year - 2005
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2005.00115.x
Subject(s) - learning disability , identification (biology) , psychology , conceptualization , field (mathematics) , language acquisition , english language , mathematics education , computer science , developmental psychology , artificial intelligence , botany , mathematics , pure mathematics , biology
The need for effective approaches for identifying English language learners with learning disabilities is great and growing. Meeting this need is complicated by recent developments in the field of learning disabilities that are unrelated to the English language learning status, and by limitations in existing knowledge specific to the identification of English language learners with learning disabilities. We review recent developments in the field of learning disabilities concerning the need for earlier identification, the need for a more appropriate conceptualization of learning disability, and the need for more effective assessments and treatments. We discuss challenges to assessment and identification of English language learners with learning disabilities, provide examples of two approaches to meeting these challenges, and describe some remaining challenges.