Myths and Realities: Assessment

Page 98:
Assessment Myth #2: We teach everyone equally in our school, and we don't need to know who is an English language learner and who isn't. 
Reality: Educators need to know as much about students as possible so students are provided with the best educational experience possible.

I understand the myth because there is an aspect about giving different attention to students that somewhat singles them out.  Therefore, treating students equally implies some aspect of inclusion, which is important in education and treatment of our students.  It would also help with students that have come from another country with assimilating into American culture.  Students at certain ages also have a desire to fit in with their peers.  By including ESL students in regular curriculum without any specialized attention, they are "fitting in" with other native speakers. 
However, for these teachers believing in this myth, "we believe that they are in danger of doing their students a tremendous disservice by not recognizing that all students have special strenths and needs.  Being a nonnative English speaker is one of those special needs" (99).  The text also points out that ELL students' prior education and culture impact their English proficiency and their academics.  By pretending that ELL students don't have different needs than native English speakers denies them the opportunity of receiving an equal education because they are not getting the help and services required for them to perform to the best of their abilities.