When selecting assignments for an English learner with orthopedic impairments, what should be prioritized to avoid bias?

Prioritizing familiarity with vocabulary in the text is essential when creating assignments for English learners with orthopedic impairments because the learners may already face challenges in mobility and communication. Ensuring that the vocabulary used in assignments is familiar helps to reduce potential barriers to understanding. When learners can recognize and comprehend the language, they are better equipped to engage with the content and demonstrate their knowledge. This approach minimizes the impact of language proficiency on their performance, allowing their abilities and understanding of the subject matter to take center stage rather than potential vocabulary challenges.

Additionally, while considerations such as age-appropriateness, student interest, and gender representation are important factors in creating inclusive and equitable assessments, they do not directly address the specific needs of English learners related to language comprehension. Ensuring that students are familiar with the vocabulary is the most critical step to avoid bias and support learners effectively in their academic endeavors.