To improve the outcomes for all students, many public schools place students in special education classes. This can be achieved in a variety of ways, but all must involve high-quality instruction delivered in small classes designed to support learners. These classes are either English as a Second Language (ESL) classes or Special Education classes.
Instruction and intervention must be aligned with students’ needs. In other words, if we are meeting students’ needs, then the outcomes we expect will come to pass. In relation to there being too many Limited English Proficiency (LEP) students in Special Education,
the outcome that has been measured in much of the research. Because it is very difficult for most school districts to test students from various groups, students are often identified for special education services.
Identification of entitlement for special education is not merely based on intelligence or ability to complete tests, but can be based on whether the student can read proficiently or demonstrate appropriate social skills. Therefore, determining whether a student
is qualified for special education should include a focus on differences in outcomes of a variety of tests. The tests should include tests given in the student's native language.
Public schools frequently place many more LEP students in special education because the assessment they are required to give limits the ability for the student to demonstrate their true abilities in the English language.
My experience in private tutoring with students with both an English as a Second Language (ESOL) and Special Education designations has provided me with the tools and abilities to assist all students. I have learned that labels placed on students from the
public school system are not always accurate. Each student has the potential to succeed. And I am just the person to assist them with tutoring services to reach their potential.