Difference or Deficit? Obstacles to Accurate Identification of Learning Disabilities in Immigrant ESL Students in America

Abstract

Students who speak English as a second language are often mistakenly believed to have a learning disability when they are exhibiting error patterns and difficulties that typically occur during second language acquisition. Equally problematically, ESL students are also often denied special education support when they need it because teachers assume that their difficulties are due to lack of English proficiency when in fact linguistic considerations mask a cognitive impairment in processing, storage or production. Cultural differences are often perceived as deficits due to ethnocentric beliefs, tests and curricula. Inadequate cultural understanding can also problematize social interaction and assimilation for ESLs. Assessment procedures and teacher preparation must be improved in order to cater to the diverse needs of ESL students.