Clinicians face many challenges when completing psychoeducational evaluations with students identified as English Language Learners (ELLs). The diverse social, cultural, economic, language, and educational experiences of many of these students can impact the results of the evaluation and may explain, at least in part, why ELL students are disproportionately represented in special education.

This webinar will describe a best-practices approach that takes cultural and linguistic factors into account when assessing ELL students. This approach produces valid assessment results to determine eligibility for direct specialized instruction, identify cognitive and academic strengths and needs, and assist in reducing the misidentification of ELLs for Exceptional Student Education (ESE) programs.