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Language Acquisition vs. Learning Disability

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Language Acquisition vs. Learning Disability

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"Difficulties | Possible Reasons
1.     Academic learning difficulties

ELL students often have difficulty with grade-level academic language and concepts because it takes at least 5 years for non-native speakers to display native-speaker-like functioning in academics

2.     Language production problems

Lack of fluency is a natural part of learning a new language

3.     Attention and memory problems

ELL students may have difficulty paying attention and remembering if they cannot relate new information to their previous experiences in their respective cultures

4.     Withdrawn behavior

When students are learning a new language and adapting to a new culture, a “silent period” is normal. Also, this behavior might be appropriate in the student’s culture.

5.     Aggressive behavior

The student may not understand appropriate school behavior and language. Also, this behavior might be appropriate in the student’s culture.

6.     Social and emotional problems

When students are learning to live in a new culture, social and emotional problems develop. (Support & Support, 2015)  "

References

Support, O. B. I., & Support, O. B. I. (2015, June 23). Language acquisition vs. learning disability. OCM BOCES Instructional Support. https://ocmbocesis.wordpress.com/2015/06/23/language-acquisition-vs-learning-disability/

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1. " Make lessons visual: use visual representations of new vocabulary and use maps, drawings, and photographs to introduce new content

2. Comprehensible Input: Speak clearly (not louder), use gestures and facial expressions

3. Label objects and highlight keywords: helps ELLs better understand their immediate surroundings

4. Scaffolding Strategies: ask specific, guiding questions and give sufficient wait time

5. Model metacognitive and comprehension strategies: provides skills and vocabulary to talk about learning

6. Encourage the use of home language: to express ideas and interpretation of concepts

7. Link new information to prior knowledge: tap into student’s unique cultural perspectives and experiences

8. Explicit Direct Instruction: model what you expect your students to do using “I Do, We Do, You Do”

9. Define language and content objectives for each lesson: Have a language objective for your lesson as well as a content objective to ensure students are learning the language at the same time as content

Use cooperative learning strategies:

1. small group work allows ELLs an authentic opportunity to use academic language with peers Support (Support & Support, 2015) "

Reference

Support, O. B. I., & Support, O. B. I. (2015, June 23). Language acquisition vs. learning disability. OCM BOCES Instructional Support. https://ocmbocesis.wordpress.com/2015/06/23/language-acquisition-vs-learning-disability/

Teachings in Education. (2019b). ELL & ESL Teaching Strategies. YouTube. Retrieved August 6, 2023, from https://youtu.be/SyJ_pNaazso.

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Chunking text and information

Profitable seating ( seating close to instruction )

wait for time/pre-warn students before calling on them

Printed out simple teacher notes

Provide frequent check-ins and feedback

Provide different graphic organizers

The ability to pick the way the student can model the understanding of the concept ( Photo Essay, Flyer, and poem)

References
Cole, n/a. (2023, January 11). Pictures that tell stories: Photo essay examples. Cole’s Classroom. https://www.colesclassroom.com/pictures-that-tell-stories-photo-essay-examples/

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In this meeting, the IEP team will meet both the parents and school-based team. to determent and make edits to the following:

We would go over the impact statement

Disability  code

Present levels

Review parent report

Review teacher reports

Supplementary aids and services

accommodations

Review goals and Objectives

Services hours both in and outside of the general education setting

Reference
pacer center. (2015). Help! I’m Going to My First IEP Meeting. YouTube. Retrieved August 6, 2023, from https://youtu.be/hIywl4OSsoc.

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Step 9 Provide the parent with a detailed program description and explain the identification and placement decision. The parent has the right to refuse placement in a specialized, separate LIEP. See PDE guidance concerning the parental right to refuse services. Proceed to STEP 10.  STEP 10: The parent accepts or refuses placement in part or in whole in the LIEP. If, after the district notifies the parent of their option to refuse specialized LIEP services, the parent does not respond, then the district may proceed with the recommended program placement. Proceed to STEP 11.  STEP 11: If your district participates in Title III, explain the services offered and their right to opt out of all or some of those services. If, after the district notifies the parent/guardian of their option to opt out of Title III services, the parent does not respond, then the district may proceed with enrolling the student in Title III services.
Proceed to STEP 12. NOTE: This applies to discrete services/programs (e.g. after-school tutoring, summer school programs, the use of technology purchased with Tile III funds, etc.). If, for example, Title III is being used for professional development for staff working with ELs, then there is no discrete service of which parents may opt-out. STEP 12: Notify the receiving school of the student’s identification and placement. Proceed to STEP 13.
STEP 13: Initiate an active service record in the district SIS. If the student has limited or interrupted formal education, then ensure that LIFE is identified. If the student will participate in Title III funded services, then ensure that the student is identified as participating in Title III. NOTE: Not all ELs in a district that receives Title III funds are participating in Title III. Proceed to STEP 14.
Step 14: Schedule the student based on program placement and English language proficiency. NOTE: The school is responsible for ensuring that all teachers with whom ELs are scheduled have English language proficiency information for their ELs. This includes general education teachers.

References
of Education, P. D. (2022). English learner identification procedure - grades K-12. education.pa.gov. https://www.education.pa.gov/Documents/Teachers-Administrators/Curriculum/ESL/ELL-Identification-Procedure%20K-12.pdf

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Step 5: Screen the student for English language proficiency using the K Screener, K MODEL, WIDA screener (online or paper), or WIDA MODEL screener. Record the screening scores below. See Appendix C for information about the appropriate test form to administer.
Step 6: OPTIONAL - Screen the student for native language proficiency if a screening instrument is available. Record the score(s). If no screening instrument is available, then proceed to
STEP 7:  Determine if the student has limited or interrupted formal education (LIFE) using the criteria below:
• Is enrolling after grade two, AND
• Has a Literacy score of less than 3.5 on the W-APT, MODEL Screener, or WIDA Screener, AND
• Has at least two fewer years of age-appropriate schooling than peers or has disenrolled from U.S. schools to enroll in schools in other countries (including Puerto Rico) more than two times in the past four years, AND
• Has limited encoding/decoding skills in the native language (as indicated by family interview and/or native language measures and/or review of academic records and/or local measures)
Step 8: Determine the most appropriate language instruction educational program (LIEP) based on the student’s English language proficiency and native language proficiency if available.

References
of Education, P. D. (2022). English learner identification procedure - grades K-12. education.pa.gov. https://www.education.pa.gov/Documents/Teachers-Administrators/Curriculum/ESL/ELL-Identification-Procedure%20K-12.pdf

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step 3 If the student has an IEP or is suspected of having a disability (e.g. the parent states that the student has a disability), then see Appendix A before proceeding
Step 4 Conduct a review of the student’s academic records from previous schooling if available. Look for compelling evidence that the student has sufficient English proficiency to benefit from instruction in English without specialized support or accommodations. Acceptable evidence might include scores from standardized summative or interim tests in English, passing grades for core content classes conducted in English, and/or work samples. If the academic records are not available, or they do not contain compelling evidence of English proficiency, then proceed to STEP 5

References
of Education, P. D. (2022). English learner identification procedure - grades K-12. education.pa.gov. https://www.education.pa.gov/Documents/Teachers-Administrators/Curriculum/ESL/ELL-Identification-Procedure%20K-12.pdf

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1. Parent Home Language Survey gets sent home.

2. Conduct a family interview to determine if the student is potentially an EL. Use an interpreter if necessary.

References
of Education, P. D. (2022). English learner identification procedure - grades K-12. education.pa.gov. https://www.education.pa.gov/Documents/Teachers-Administrators/Curriculum/ESL/ELL-Identification-Procedure%20K-12.pdf

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Development of the IEP Meeting with in 30 day of the child find Meeting  

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Development of the IEP Meeting with in 30 day of the child find Meeting  

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The Referral can be:

An parent Email requesting an IEP or testing for their child

a statement during the CPS / EMT meeting

Evacuations sent to the School base team

Them team decides they would like to go to testing to find out more information

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Evaluation Process  within 60 days from the referral  

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Evaluation Process  within 60 days from the referral  

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Here is a few Evaluation that can be used to help write an IEP or determine whether or not a student needs an IEP:

Psychological evaluation

Educational evaluation

Related service provides evaluation

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Child Find within 30 days from the referral 

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Child Find within 30 days from the referral 

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During this meeting, these items with be reviewed to possibility determine if the student is eligible for an IEP or needs evaluations done for more data.

Teacher reports

Parent Eligibility  Interview

Educational History

Class observations

review any outside evaluations

Educational impact of this disability on accessing the general educational curriculum

Consideration of Eligibility Evaluations

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Things teachers should do once they suspect a disability  :
"Step 1. Define the problem
PLAN
Step 2. Develop an intervention
Step 3. Implement the intervention
DO
STEP 4. Evaluate the effectiveness of the intervention
STUDY
Step 5. Continue, modify, or end the intervention
ACT (MCPS, Problem-solving for student success - Montgomery county public schools n.d.)  "

Meetings that may be held before Child Find:
Collaborative Problem-Solving (CPS) Meeting: Only the School Based Team meets to discuss the student and teacher concerns. Brainstorm strategies, inventions, and data collection tools.

Glossary
The school-based team to can be made up of General education teachers, School psychologists, School counselors, Administration, Special Education teachers, related services providers, and Reading interventionists/specialists.

References
MCPS, M. (n.d.). Problem-solving for student success - montgomery county public schools. montgomeryschoolsmd.org. https://www.montgomeryschoolsmd.org/departments/specialed/resources/ProbSolv.pdf

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Educational Management Team (EMT) Meetings: The team meets with parents to gather background information, discuss concerns, present data, and collaborate on possible next steps.  Also, May ask if there are any other languages spoken at home to rule out EML.

"Tasks of The EMT

1. Data Gathering
2. Intervention Planning and Implementation
3. Progress Monitoring

Collect data

Analyze data

Evaluate the effectiveness of the intervention

4. Data-based Decision Making
(MCPS, Problem-solving for student success - Montgomery County public schools n.d.) "

Following the meeting possible results:

More data collection/ mentor progress

Interventions implementation

Child Find/504 Concertation

End of the process

Possible Meeting attendees:
• Principal/administrator, as EMT chair
• Referring to general education teacher
• Parent(s)/Guardian(s)
• School counselor
• School psychologist
• Pupil personnel worker
• School health nurse
• School-based specialists, such as staff development teachers, reading specialists, mathematics content coaches, or literacy coaches
• Special education teacher

• Speech-language pathologist
• ESOL staff (teacher, counselor, parent community coordinator)

References
MCPS, M. (n.d.). Problem-solving for student success - Montgomery county public Schools. montgomeryschoolsmd.org. https://www.montgomeryschoolsmd.org/departments/specialed/resources/ProbSolv.pdf