The Practice of Referring Non-native English-Speaking Children to Special Services
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Question 1 of 5
1. Question
1. To what extent can linguistic interference in non-native English-speaking children be distinguished from a genuine learning disability?
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Question 2 of 5
2. Question
2. How can schools effectively balance providing necessary support to all students with avoiding over-identification for special services, particularly for vulnerable groups like non-native English-speaking children?
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Question 3 of 5
3. Question
3.What is the main concern highlighted in the passage?
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Question 4 of 5
4. Question
4.One reason why non-naïve English-speaking children might be misidentified is: __________
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Question 5 of 5
5. Question
5.What is NOT mentioned as a suggestion for reducing misidentification?
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