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Difficulty coordinating mouth and tongue to make speech sounds

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Some children my develop certain speech sounds later than their peers

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Examples like cleft palate and genetic muscle weakness in the tongue

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Disorders that interfere with tongue-mouth coordination.

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Not able to pronounce words correctly

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Fast - Speech may be normal, but need to learn how to slow down and articulate carefully.

Slow - Could be caused by neurological disorder where children have trouble retrieving known words.

Stuttering - Need to determine if cause is psychological or physiological .

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Form of language (Syntax)

Content of language (Semantics)

Use of language (Pragmatics/social communication)

Comprehension

Expression-oral and written

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Lacking normal modulation; speaking too loud or too soft.

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EL students can exhibit these difficulties, BUT it is important to note in order for EL students to be classified as SPED, they MUST have the same difficulties in their home language.

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Offer multi-sensory and functional language experiences

Use culturally relevant materials

Slower models for new vocabulary words

Provide positive feedback

Provide stress-free environment and welcome free expression

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Instructional methods for EL and SPED students are very similar, BUT there is a key difference between the two group of students.

EL students have intact cognitive processes and academic knowledge and schema in their first language while SPED students do not.

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1. First language proficiency of the student.

2. The content and the method of instruction

3. Cultural factors that may influence speech and language expression, teacher/student relations, or peer language interactions.

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Education Modifications for EL Students (Article)

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Education Modifications for EL Students (Article)

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10 Principles of Differentiated Instructions

1. Understand student weaknesses and strengths

2. Separate content and language objectives

3. Make it a routine

4. Make it manageable

5. Keep learning goals the same

6. Use yourself in differentiated instructions

7. Don't need to let  students know they are being differentiated

8. Create opportunities for students to select activities that meet their level of learning

9. Produce prompt and question to reach cognitive and complexity of all students.

10. Allow same amount of time

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Offer content based lesson for beginning through intermediate EL students.

Available resources

Lesson plans

Teaching tips

Discussion forums

Outside resources

3 Lesson Ideas/Activities

Learning Station

Comfortable space with additional materials such as  readings in home language, picture dictionary, and technology

After independent work, extend to group discussion to practice BICS and CALP using social and academic language.

Multicultural Holidays

EL students pick a holiday their culture celebrates

Research and create a form of presentation (poster, powerpoint)

Group project and peer teaching

SDAIE: compare and contrast different culture through visual presentation.

Thematic Instructions

Connect prior knowledge across curriculum.

Extension of knowledge

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everythingESL: The K-12 ESL Resource from Judie Haynes

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I'm Judie Haynes, an ESL teacher from New Jersey, USA, with more than 37 years of teaching experience. In addition to my classroom work, I have authored and co-authored four books on ESL, co-written a chapter for TESOL's Integrating Standards into Classroom Practice and am contributing a column for Essential Teacher magazine.

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Yes. I will use this website as one of my resources to create lesson plans appropriate for EL students in the classroom, but I will incorporate specific SDAIE strategies to help them practice their BICS and CALP.

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Collect observational data on students (SST)

Primary language data

Observational data

Cumulative file on health history.

Seek help from Speech and Language Specialist and Special Education teachers.

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Making Accommodations Work for Students in the Special Education Setting (Article)

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Making Accommodations Work for Students in the Special Education Setting (Article)

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- Make sure that teachers know their students' special needs before trying to make any accommodations!
- Tracking progress through IEPs and RTIs will be beneficial for future instruction and accommodations

* Another way a student can be identified as a SPED student would be if this student went through the RTI Tiers 1, Tier 2, and Tier 3 and still did not achieve any success by the end of the process, the student will be considered for special education

- Teachers will learn a lot more about their students if they themselves track students' progress, document, and create checklists on IEPs (hard evidence)
- Use checklists and document accommodations that do and do not work for your specific students so that you can work around it and find another alternative

Remember that implementation of these accommodations should be implemented on a regular basis

LINK: http://files.eric.ed.gov/fulltext/EJ875426.pdf

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NASET - National Association of Special Education Teachers (http://www.naset.org/ 

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NASET - National Association of Special Education Teachers (http://www.naset.org/ 

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- This website offers many resources for students with different special needs

HOWEVER, you must be a member to access checklists, forms, and other documents

- Available resources include:

Checklists

Assessments and Procedures

IEP help

Adapting Curriculum

Classificationa dn Identification

Milestones

Medical Charts

Publications

Connections with other SPED teachers

How to... (Implement RTI, IEP, etc.)

- There is a lot of support and resources teachers can refer to when supporting students with, for example: ADD, Autism, Mental Retardation

As mentioned before, there are checklists for specific disabilities, classroom management help, adapting curriculum, and more

LINK: http://www.naset.org/

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Yes! Although the site wants you to be a member in order to access some of its resources, it will be worth it when you use the approaches and materials it provides to increase educational success and support learning for students with special needs.

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By: Carmen Wong & Lidia Lee