Which of the following is the most likely reason for misidentification of English learners as eligible for special education services?

• A. The IEP team's sensitivity to hidden biases during decision-making process
• B. Lack of communication between the IEP team, the students, and the families
• C. The use of inappropriate instruments to assess the students' linguistic ability
• D. Local school board funding attached to the categorization of students in special education

Answer: (C)

When evaluating English learners for special education, the tools used to measure language and cognitive skills must match the student’s linguistic background. The most likely reason someone is misidentified is using instruments that aren’t appropriate for assessing language ability in bilingual or multilingual students. Tests normed for monolingual English speakers or that assume full English proficiency can misinterpret limited English proficiency as a cognitive or learning disability. This confuses language development with disability, leading to false eligibility decisions. To avoid this, use linguistically and culturally appropriate assessments, gather information from multiple sources (classroom performance, language history, caregiver reports), and employ strategies like dynamic assessment or nonverbal measures when needed.

Other factors can influence decision-making, such as implicit biases or communication gaps with families, but they do not explain the core mechanism as directly as using an inappropriate assessment instrument. Funding or policy pressures are not the primary driver of misidentification in this context.