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Please use this identifier to cite or link to this item: http://arks.princeton.edu/ark:/88435/dsp01vx021f207
Title: Difference or Deficit? Obstacles to Accurate Identification of Learning Disabilities in Immigrant ESL Students in America
Authors: Newbery, Melissa
Advisors: Comer, Ronald
Contributors: Woolfolk, Robert
Department: Psychology
Class Year: 2013
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.
Extent: 123 pages
URI: http://arks.princeton.edu/ark:/88435/dsp01vx021f207
Access Restrictions: Walk-in Access. This thesis can only be viewed on computer terminals at the Mudd Manuscript Library.
Type of Material: Princeton University Senior Theses
Language: en_US
Appears in Collections:Psychology, 1930-2016

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