Chapter 9 explores the complexities of identifying English Language Learners (ELLs) as having learning disabilities or being gifted despite their below-grade-level English proficiency. It raises critical questions about the types of disabilities ELLs may experience, the difficulty in distinguishing learning abilities from giftedness, and the interventions tailored for both groups. Additionally, it highlights the importance of observing specific behaviors in ELLs to determine their educational needs and suggests curriculum adaptations for ELL students with varying abilities.

1. Chapter 9 provides a discussion of the challenges of identifying
ELLs’ as having a learning disability or being gifted with their
lower than grade-level proficiency in English. After reading
Chapter 9, write a post that addresses the following questions:
What kinds of disabilities might an ELL have?
What are the challenges of determining whether an ELL has a
learning ability or is gifted?
What kinds of interventions are used once an ELL has been
identified as having a learning disability?
What kinds of interventions are used once an ELL is determined
to be gifted?
If you were teaching a class with some ELLs in it, what signals
would you look for in the behavior or they ELLs to determine
whether they might need to be tested for learning disabilities or
being gifted?
How might you adapt your curriculum for an ELL student with a
learning disability or who is gifted?