Which approach should a school psychologist use to assess English-language learners for a potential learning disability?

The choice to conduct alternative assessments that limit linguistic bias is correct because it recognizes the unique challenges that English-language learners face when being evaluated for learning disabilities. Traditional assessments often rely heavily on verbal skills and can be influenced by a student's proficiency in English, which may obscure their true cognitive or academic abilities.

Alternative assessments can include non-verbal tasks, performance-based assessments, and observations in naturalistic settings, which provide a more comprehensive view of a student's abilities without the interference of language proficiency. This approach allows for a fairer evaluation that accounts for cultural and linguistic differences, ensuring that the assessment reflects the learner's true potential rather than their language acquisition status.

By employing methodologies that minimize linguistic bias, school psychologists can identify learning disabilities more accurately in English-language learners, thereby facilitating appropriate support and intervention strategies tailored to each student's needs. This approach aligns with the principles of equity and fairness in educational assessment, ultimately contributing to better educational outcomes for all students.