This session will address common questions related to distinguishing between language difference and disability and explore what it means to be a multilingual learner who may also have a learning disability. Participants will examine factors that should be considered before initiating a referral for special education evaluation, including language development, instructional opportunities, cultural and educational background, and student response to targeted support. Practical resources and strategies will be provided to strengthen data collection, intervention, progress monitoring, and collaborative decision-making within an MTSS or RTI process. Participants will leave with tools they can use to support more informed, equitable identification and referral practices for multilingual learners.
By the end of this session, participants will be able to:
- Differentiate between indicators of language development and possible characteristics of a learning disability in multilingual learners.
- Identify the key data, contextual factors, and instructional evidence needed before referring a multilingual learner for a special education evaluation.
- Apply practical MTSS or RTI strategies to strengthen intervention, progress monitoring, and collaborative decision-making for multilingual learners.
Facilitator: Dr. Holly Porter
