Photo of a student

Consider MaThan Nu

MaThan Nu is a nine-year-old student who is a member of the Karen people. MaThan Nu’s family originally lived in Myanmar, settled briefly in a refugee camp in Thailand, and resettled in the U.S. when MaThan Nu was five.

At home, MaThan Nu speaks a dialect of the Karen language. Although she has excellent oral comprehension skills in her native language, she has no reading or writing skills.

MaThan Nu has a diagnosis of Emotional-Behavioral Disturbance. She shows frequent off-task and disruptive behaviors during class. She scored at the basic level in reading and mathematics on state content area tests. Although she has attained proficiency in speaking and listening on her most recent English language proficiency assessment, she has yet to reach proficiency in reading and writing.

Graphic depicting a framework for working with ELLs with disabilities

Now, contemplate for a moment ...

In which quadrant do you think MaThan Nu’s
needs would place her?

How might changes in MaThan Nu’s English
proficiency affect her placement in the quadrant diagram?