Understanding Refferral Barriers: A Scoping Review of Psychoeducational Assessment Pathways for EAL Students
Date
2025-09
Authors
Hammam, Christina
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Saint Vincent University
Abstract
This scoping review explores systemic inequities and missed opportunities in the psychoeducational referral process for English as an Additional Language (EAL) students in Canadian school systems. While research has focused on distinguishing language acquisition from learning disabilities, limited attention has been given to how institutional tools, policy frameworks, and educator perceptions collectively shape referral decisions. Guided by Disability Critical Race Theory (DisCrit), this review synthesizes findings from 14 empirical studies and 18 Canadian grey literature sources to examine how the intersecting dimensions of race, language, and ability influence whether, how, and when EAL students are referred for assessment. The analysis identifies four key themes shaping referral dynamics: bias and misclassification, multilingual and sociocultural considerations, inadequate professional knowledge, and limitations in referral decision-making tools and practices. These themes operate across two interrelated dimensions: Educator Perception, referring to how educators perceive and respond to student difficulties, and Systemic Instruments, encompassing the institutional structures that formalize or reinforce those perceptions. Despite increasing policy emphasis on inclusion, the review highlights persistent variability in practice, a lack of Canadian empirical research, and entrenched structural norms that privilege Whiteness, monolingualism, and normative ability. Recommendations include embedding culturally and linguistically responsive frameworks into referral policy, expanding professional learning grounded in cultural humility, and generating context-specific research to support more equitable and linguistically responsive assessment pathways for EAL learners.