Overrepresentation of Children with English as an Additional Language in Special Education: Disability or Cultural Difference?

Research illustrates how children with English as an Additional Language (EAL) are often overrepresented in special education programmes, as compared to their typically developing monolingual peers (Paradis, 2005). Evidence suggests that current assessment approaches, used by teachers and clinicians, are somewhat biased against children whose first language does not comply with the societal language, resulting in the misidentification of this population with Special Educational Needs (SEN)(Alfano et al. 2016, p. 454). Erroneously identifying the presence or indeed absence of SEN in children with EAL can result in children receiving in appropriate and disadvantageous school instruction (Sullivan, 2011). This chapter highlights the childhood development of children with EAL in comparison to their typically developing peers. Following a review of theory and policy as it pertains to children with EAL, a discussion will then ensue on the overrepresentation of children with EAL in Special Education. The chapter will subsequently provide an account of the difficulties associated with distinguishing between children with EAL and children who have SEN. There will be a strong emphasis on the importance of the development of accurate assessment tools and methods for children from diverse linguistic backgrounds, from both a theoretical and ethical stance.(PsycInfo Database Record (c) 2022 APA, all rights reserved)