PSYCHOEDUCATIONAL ASSESSMENTS OF ENGLISH LEARNERS: THE EXPERIENCES OF SPANISH-PROFICIENT AND NON-SPANISH-PROFICIENT SCHOOL PSYCHOLOGISTS

The overidentification of English learners (ELs) into special education programs has been a long-standing problem. This qualitative study sought to understand the decision-making process Spanish-proficient and non-Spanish-proficient school psychologists engage in when selecting their assessment instruments. The study also sought to understand school psychologists’ perceptions about what supports they believe they need in order to conduct more appropriate assessments of ELs. Analysis of interview transcripts revealed that school psychologists rely on a comprehensive review of student records, information gathered from parent interviews, and collaboration with other educators when making these important decisions. The findings of this study also highlight the need for training specifically aimed at addressing the unique assessment needs of ELs.