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How some approaches may be 'inappropriate' for ELL's students and how some may be compatible for both ELL and Sped.

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There are strategies that are compatible for Special Ed as well as ELL learners. However, some Special Ed strategies are inappropriate for ELL learners.

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Unfortunately not.

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No

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No

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No.

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It was interesting to learn about the potential support we could get in collaborating with the Special Ed department in a more constant way.

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I agree with Francesca. As second language teachers we have less opportunities to collaborate with Special ED colleagues.

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There are many methods like TPR (Total Physical Response) and Multisensory learning that ESL and Sped teachers can be compatiblely used to teach a meaningful lesson for ESL & SPED students.

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There are many methods like TPR (Total Physical Response) and Multisensory learning that ESL and Sped teachers can be compatiblely used to teach a meaningful lesson for ESL & SPED students.

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Irene Joung

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Never thought about collaborating with SPED teachers because I thought special ed students are having different need than English Language Learners.

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Never thought about collaborating with SPED teachers because I thought special ed students are having different need than English Language Learners.

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Irene Joung

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Irene Joung

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I collaborated with SPED staff for one of my students because I felt that there were other underlining issues in her academics than just the language. After we spoke and she was observed it was agreed to have her tested and we found that she did have other academic struggles not related to the language

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Yes, as stated in the earlier question. I had to advocate with the parent support to get an ESOL student tested for other academic issues and after testing she was identified as SPED and ESOL

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It dawned on me how important the collaboration among the special educator, ESL teacher, Reading specialist and classroom teacher in starting the process of identifying how to support a struggling ELL student.  In my experience, this kind of collaboration only happens in the middle of a SIT process and not the beginning.
(Amor Caindec)

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Yes, I have collaborated with special educators with regards my two former students.  They were both ELLs with IEPs.  So I needed to work hand-in-hand with our special educators in order to think of ways in order to support them. One was identified with developmental delay and the other one, with speech delay.  With my everyday observations, I noticed that both of them struggled a lot in my class.  My collaboration with special educators paved the way to collect more data which showed that it was not just speech delay and development delay.  The student with speech delay didn't have just speech delay but developmental delay while the other one with developmental delay was later on diagnosed to be in the autism spectrum.
(Amor Caindec)

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I found it interesting that she said that it is important that regardless to the level of the student, they will always be considered ELL whether they are labeled SPED or Gen Ed. And, the approach to servicing the student must be carefully considered and activities should be meaningful and compatible. "Everything is not compatible for the ELL student..."

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Well, being a General Education teacher, I have both ELL's and Sped students in one of my classes. So, I have a Sped Co-Teacher. However, I am interested in need collaborating with the ESOL teachers, so that we can better service the students. I have collaborated with ESOL teachers in the past, at my former school to assist me with strategies to incorporate in my social studies class.

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I couldn't agree more when she mentioned that comprehension is always important in learning as English Learners need to to make sense of English. As an ESOL teacher, I strongly support meaning-centered instruction.

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I do collaborate with the Special Education staff members at work. We attend collaborative planning weekly and work closely to serve the ELLs who are IEPs.  We do support each other as a team. The Special Ed staff I work with have provided many good suggestions on how to work with ELLs with special needs.

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I have advocated for ELLs, but not an ELL with a disability around the topic of a dually identification.

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I have noticed that a lot of IEP ELLs I work with are very gifted in his or her unique way. Some are extremely good readers compared to other students of the same age. Some have talents in arts. As educators we just need to find out the best way of instruction that work for them! It is indeed very compatible working with ELL+IEPs.

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I have collaborated with special education staff members. However, this collaboration was not in reference to an ESOL student. The collaboration was for my special education students. Thus far, I have only had one dually identified student. I am hoping to offer him more support moving forward.

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No

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In my case, he is a Spanish learner, and I have participated in IEP reviews.

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I find interesting that Dr. Cloud indicates that we should avoid classifying them into one or the othe. Or if only one applies and not the other.

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No, I haven't.
(Amor Caindec)

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How essential it is for educators to collaborate to ensure that the English Language Learner is correctly assessed and classified. It was also noted that Special Education, ESOL and General Education teachers can use strategies such the Total Physical Response to meet the social ,emotional and academic needs of the ELL students in our classroom.

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Yes, I had a student delayed speech response and I had to work very closely with the special education teacher to meet her needs.

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To some extent , most of ELL students are in my Teen Parenting class  , they have a coordinator who advocate on their behalf . However she will always include me in the initial decision making.

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Libby , I agree with you , I believe it is pointless if we do not collaborate,especially in highly diverse school such as mine.

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I think TPR (Total Physical Response) is a good strategy that can be used with both ESOL and Special Education, but even using those strategies some time you had to modified because what work with ones does not work with other. I think every student is different sometimes you can use the same approach and sometimes not.

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I think TPR (Total Physical Response) is a good strategy that can be used with both ESOL and Special Education, but even using those strategies some time you had to modified because what work with ones does not work with other. I think every student is different sometimes you can use the same approach and sometimes not.

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Ivett

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No

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No

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Students who are dual the Sped and Esol teachers are to work hand in hand with each other so that students won't have misunderstanding on concept

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Teamwork between ESOL and SPED teachers give valuable insight resulting to better understanding the needs of students.

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SPED and ESOL teachers in our school collaborate all the time.
We share resources and strategies. For example, we invite each other on our Class Dojo, Boomcards, Google Classroom and such.
We discuss about students SPED, ESOL, ESOL/SPED and non SPED/ESOL alike, since the more students and teachers who can benefit from what both department can offer, the better.
It does help the school in general to nurture this support culture.

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Yes. This is related to the last question. As ESOL and SPED teachers compare notes, we, as a team are able to isolate the issue, be it academic, language, social/behavioral, developmental, etc.
As for direct advocacy, even training and sharing strategies with classroom teachers in dealing with ELLs and/or SPED students. Some practices might appear helpful, but actually are not, for example, having student partners do their work or translate for them all the time, instead of scaffolding and/or modification to match student proficiency and capabilities.

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ESOL and Special Education Teachers needs to work together as aspects of the Student that can be seen more and not from one teacher who might not have identify a service or need of the student. We should not forget the ELL , but to work in conjunction with SPED Teachers as they are able to recommend material or strategies that will work with the learner to be successful in enjoying a second language.

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No I have not, I am the Special Education Staff, maybe I need to Collaborate with an ESOL Staff

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Not at this time

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I agree with her in the video that it is important that ELLs need to make sence of English Language, and not only that but also it should be something they are enjoying while they learn

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I have not. - Avi Quidlat

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It's a great reminder and realization how important collaboration is. For our students who struggle, we provide learning opportunities for them in our classroom. We should consider seeking help from other educators - Special Education, ESL. Collaborating with them, sharing knowledge and expertise we would be able to develop more strategies and ways to better support our learners.
- Avi Quidlat

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As a special education teacher, I've found important to collaborate with the ESOL teachers as an opportunity to better service students with disabilities. In students' annual review, we like to invite their ESOL teachers because they have important data that can help understand the student as a whole.

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What stood out for me is the importance of seeing the students as a whole the side where their learning is impacted by a disability and the side where they are also acquiring a second language. One does not cancel the process of the other. Collaboration between the general education teacher, special education teacher and ESOL teacher is vital to provide the support a student needs.