What is the most appropriate response to parents requesting an evaluation for a specific learning disability in a student receiving ESOL services?

In cases where parents request an evaluation for a specific learning disability (SLD) for a student receiving English for Speakers of Other Languages (ESOL) services, agreeing to provide an evaluation using a nonverbal IQ measure along with standardized measures is the most appropriate response. This approach acknowledges the necessity of assessing the student's cognitive abilities in a way that minimizes the impact of language proficiency on the evaluation results.

Using a nonverbal IQ assessment is particularly important for students in ESOL programs because it helps to differentiate between language acquisition challenges and actual learning disabilities. Standardized measures that are sensitive to the cultural and linguistic background of the student can provide valuable information about the student's academic abilities without the confounding effects of limited English proficiency. This balance ensures that the evaluation is both fair and comprehensive, allowing educators to make informed decisions regarding the support and services the student requires.

Other approaches, such as declining the request due to the student still acquiring language or recommending more ESOL instruction before assessment, can prevent timely identification of a learning disability. This delay could hinder necessary interventions that support the student's needs. Relying solely on informal assessment methods may not yield reliable or valid results suitable for making educational decisions. Therefore, the use of both nonverbal and standardized measures provides