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Identifying and Meeting the Needs of EL Students with Disabilities

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Identifying and Meeting the Needs of EL Students with Disabilities

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educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; regional educational laboratory program; rel; rigorous studies; fast response projects; no child left behind

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REL Resource | Identifying and Meeting the Needs of English Learner Students with Disabilities

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The Regional Educational Laboratory Program (REL) consists of a network of ten laboratories that serve the educational needs of a designated region by providing access to high quality scientifically valid education research through applied research and development projects, studies, and other related technical assistance activities.

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National Center for Systemic Improvement Resource 1

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National Center for Systemic Improvement Resource 1

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REDUCING DISPROPORTIONATE REPRESENTATION OF ENGLISH LEARNERS- APPROPRIATE REFERRAL PROCESSES 1

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National Center for Systemic Improvement Resource 2

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National Center for Systemic Improvement Resource 2

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REDUCING DISPROPORTIONATE REPRESENTATION OF ENGLISH LEARNERS- APPROPRIATE REFERRAL PROCESSES 2

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Learn how to plan and deliver lessons that cater to the diverse needs of multilingual students with various disabilities.

1) Get to know your student!

2) Collaborate with the Special Education and General Education teachers.

3) Make content comprehensible by providing multiple types of instruction, assessment, and flexible grouping.

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Differentiation Within the Inclusion Classroom Model

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Meeting the Needs of ELs with and Without Disabilities: Brief 1 Multitiered Instructional Systems for ELs

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Meeting the Needs of ELs with and Without Disabilities: Brief 1 Multitiered Instructional Systems for ELs

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Meeting the Needs of ELs with and Without Disabilities: Brief 2 Evidence-Based Tier 2 Intervention Practices for ELs

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Meeting the Needs of ELs with and Without Disabilities: Brief 2 Evidence-Based Tier 2 Intervention Practices for ELs

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Resources for Determining Special Education Eligibility of ELs

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Resources for Determining Special Education Eligibility of ELs

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Resources for Determining Special Education Eligibility of English Learners

From 2017 to 2020, REL Northeast & Islands staff worked with state and local partners in the region to learn about the policies and practices they use to identify disabilities among English learners and to provide resources to implement key policies and practices at the district, school, and classroom levels. The resources provided on this page can be used by teachers and administrators working with English learners both to provide high-quality instruction and to build practices to better determine special education eligibility. The resources include:

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Resources for Determining Special Education Eligibility of English Learners

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From 2017 to 2020, REL Northeast & Islands staff worked with state and local partners in the region to learn about the policies and practices they use to identify disabilities among English learners and to provide resources to implement key policies and practices at the district, school, and classroom levels.

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Differentiated instruction in small groups using the Station Rotation Model.

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Supporting English Learners with the most Significant Cognitive Disabilities

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Supporting English Learners with the most Significant Cognitive Disabilities

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Teaching Tools

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COOKIE NOTICE. We use cookies on this site to enhance your experience and improve our marketing efforts. By continuing to browse without changing your browser settings to block or delete cookies, you agree to the storing of cookies and related technologies on your device. UW-Madison Privacy NoticeGOT IT!

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Special Education or Second Language Acquisition: Considerations for Differentiating the Two

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Special Education or Second Language Acquisition: Considerations for Differentiating the Two

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Special Education or Second Language Acquisition: Considerations for Differentiating the Two

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How do you decide whether a student should be referred to special education or English learner services? This interactive session will introduce some of the various pitfalls that could lead teachers to incorrectly refer English learners to special education, or not to refer for special education services to those who may need this support. As part of this discussion, participants will share their experiences and why they chose, or chose not to, refer students.

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Colorín Colorado Instructional Strategies for Dually-Identified Students

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Colorín Colorado Instructional Strategies for Dually-Identified Students

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Colorín Colorado is a bilingual site that offers a wealth of information and resources for educators and families of English language learners.

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What are effective ways to modify instruction for English language learners (ELLs) with identified disabilities and to build upon student strengths? These resources offer lots of ideas, including some for specific disabilities such as dyslexia and auditory processing disorders.

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What are effective ways to modify instruction for English language learners (ELLs) with identified disabilities and to build upon student strengths? These resources offer lots of ideas, including some for specific disabilities such as dyslexia and auditory processing disorders.

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For example: Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities

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For example: Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities

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Things to consider:

The learning goal

The role of the teacher and the role of the student

Before, during, and after learning strategies

Relatable: life-long learning skill

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Not all students with learning disabilities struggle in mathematics. They do however have some characteristics in common. By definition, the term "specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, or mental retardation, or emotional disturbance, or of environmental, cultural, or economic disadvantage. (IDEA amendments of 1997, P.L. 105-17, June 4, 1997, 11 stat 37 [20 U.S.C. §1401 (26)]).

Students with learning disabilities tend to experience academic difficulties, yet they have average to above average intelligence (Friend, 2005).

The academic language difficulties that are characteristic of students with learning disabilities are very similar to those of students learning a second language. For example, both may have difficulty retrieving words. In the case of a student with a learning disability, this may be due to a perceptual, processing or memory disorder. With English Language Learners (ELL), it is more a matter of learning a new word. In both cases comprehension may be slower due to the effort taken to remember words and their concepts. What strategies are useful for a teacher of mathematics whose student has a true learning disability and is also learning English as a second language?

In this article, we will specifically address the area of problem solving because of the strong emphasis it has been given by the National Council for Teachers of Mathematics (2000). With the strong demand for language and conceptual development in problem solving, we will highlight aspects of the teacher and student's roles and the importance of discourse. We will provide some strategies for working through mathematical problems, questioning, and assessment. We are making the assumption that the determination of a learning disability was made using best possible assessment practice. We are assuming that the learning disability exists in both languages and that the student is being provided with a rich native language development curriculum.

Implications for Teacher Practice

Teaching Standards

The Teaching Standards are an integral part of the Professional Standards for Teaching Mathematics (NCTM, 1991). The first three standards include items that support language development for EL students who also have learning disabilities.

Worthwhile Mathematical Tasks

The teacher of mathematics should pose tasks that are based on:

Sound and significant mathematics

Knowledge of students' understandings, interests, and experiences

Knowledge of the range of ways that diverse students learn mathematics

and that

Engage students' intellect

Develop students' mathematical understandings and skills

Call for problem formulation, problem solving, and mathematical reasoning

Promote communication about mathematics

Represent mathematics as an ongoing human activity

Display sensitivity to, and draw on, students' diverse background experiences and dispositions

Promote the development of all students' dispositions to do mathematics

Teacher's Role in Discourse

The teacher of mathematics should orchestrate discourse by

Posing questions and tasks that elicit, engage, and challenge each student's thinking

Listening carefully to students' ideas

Asking students to clarify and justify their ideas orally and in writing

Deciding what to pursue in depth from among the ideas that students bring up during a discussion

Deciding when and how to attach mathematical notation and language to students' ideas

Deciding when to provide information, when to clarify an issue, when to model, when to led, and when to let a student struggle with a difficulty

Monitoring students' participation in discussions and deciding when and how to encourage each student to participate

Students' Role in Discourse

The teacher of mathematics should promote classroom discourse in which students

Listen to, respond to, and question the teacher and one another

Use a variety of tools to reason, make connections, solve problems, and communicate

Initiate problems and questions

Make conjectures and present solutions

Explore examples and counterexamples to investigate a conjecture

Try to convince themselves and one another of the validity of particular representations, solutions, conjectures, and answers

Rely on mathematical evidence and argument to determine validity

Tips for Teachers

Working Through Mathematical Problems

One approach to planning lessons involving mathematical problem solving is to plan in three parts: before, during and after (Raborn, 1991; Van De Walle, 2004).

Observing how a student approaches a problem can provide important information for teachers. Not all students will need to do each of the following steps every time they approach a mathematics problem. However, the skills that are listed below can help students prepare mentally for comprehending and solving problems. The following inventory also provides information for teachers to use in order to identify strategies that can be taught to develop and strengthen the language and concepts of mathematics. We have included an Inventory of Student Skills for Mathematics Problem Solving in Appendix A that can be used as an observational checklist for collecting assessment data. Appendix B provides lesson plan Web sites for mathematics instruction.

Before Solving Mathematical Problems

Student Skills

Teacher Strategies

Previews knowledge of the topic involved in the problem

Previews pictures, print, and concrete materials to generate ideas

Direct Instruction

Is familiar with the mathematics materials and is clear about expectations on how to use and care for them.

Direct Instruction

Identifies and requests any additional materials that may be needed to solve the problem

Direct Instruction

Accesses and applies background knowledge to understand the gist of the problem, the vocabulary and the mathematical concept involved in the problem.

GIST

Analyzes the Question-Answer Relationships to examine where to find the answer

Q-A R

Sets purpose - demonstrates understanding about what he/she needs to figure out (the problem and end product)

Direct Instruction

While Solving Mathematical Problems

Student Skills

Teacher Strategies

Brainstorms ideas for solving the problem

Listen. Give students time and space to discuss ideas. Make behavioral expectations clear

Uses concrete materials to manipulate ideas and to test solutions

Have materials readily available for use. Observe use of materials

Student monitors own comprehension

Provide hints only when necessary

Integrates new concepts with prior knowledge

Break down the concept and introduce a simpler version of the problem first

Looks for patterns

Encourage students to express ideas with peers or represent ideas in drawings, writing, or models

After Solving Mathematical Problems

Student Skills

Teacher Strategies

Summarizes and explains problem and solution

Questioning

Makes a symbolic/graphic representation to record solution

Prior Direct Instruction and Guided Practice

Makes a table or chart to show findings

Prior Direct Instruction and Guided Practice

Evaluates ideas from solving problem (ideas from self and peers)

Questioning

Makes applications to student's own life

Questioning

Connects ideas from problem and solution to broader community and societal issues

Questioning

Teaching Strategies

KWL and PREP are two similar strategies that activate students' prior knowledge and provide the teacher with information on what students already know about the topic.

KWL

With KWL, teachers ask students to identify:

1. What the students already Know (K)

2. What the students Want to learn (W)

3. What the students have Learned (L) after the lesson or unit of study

Generally, the class constructs a chart on the chalkboard or on poster chart paper. The chart is divided into three sections with ample room for students to contribute to each section.

PREP

Pre Reading Plan (PREP) is a strategy that helps the teacher to determine the prior knowledge and vocabulary that students have on a given topic (Langer, 1982). The teacher asks the students to tell her or him everything they know about the topic. There are two ways this can be done. Either the students give information verbally in an open discussion, or they contribute first in writing and then verbally. Some teachers distribute three postable notes to each student. Students write one fact they know about the topic on each postable note and place them in a basket. The teacher collects the notes and reads them one at a time with the whole class group. In either case, the teacher uses the student information to develop a chart of what students already know. As students are discussing what they know, the teacher can prompt further discussion with questions such as "What made you think of...?" "Do you want to add or change your first response?" Some teachers organize the chart by subtopic and then keep the chart posted in the room for students to review as they continue to learn about the major topic of study. Many teachers find it helpful to make a chart that organizes the extent to which students are familiar with the topic:

GIST

GIST is a strategy for identifying the most important aspects of a story problem. First, the teacher defines 'gist' to the students as the main idea without excessive details. The teacher draws a chart on the board for each paragraph of the text, or uses a pre-made overhead transparency with charts already outlined. Each chart has 20 boxes. The class can work in groups to capture the main idea of each paragraph in 20 words or less (one word for each of the 20 boxes). If the text includes more than one paragraph, students read and 'gist' the first paragraph completely before proceeding to the second paragraph. Then the students incorporate the information from both the first and second paragraphs in just 20 words. It is recommended that text with no more than three paragraphs be used in this exercise.

GIST Chart for Word Problems

Question-Answer Relationship

Question-Answer Relationship (Q-A R) strategies assist students in examining information provided by the author of the text (Raphael, 1986). Comprehension tasks now require students to answer both explicit and implicit questions. Students are taught to read the text carefully to determine whether answers are in the text or whether they will have to draw from their own knowledge to find answers to questions. Although this strategy is useful with reading of books and longer text, it can be used in problem solving to help students identify what information is indeed provided in the problem and what they will need to draw from their own knowledge. Q-A R uses four categories. When the answer is in the text, it is either stated directly "Right There" in one part of the text, or the student can "Think and Search" to put the answer together from information found in several parts of the text. When the answer is drawn from student knowledge, it is either between the author and reader (the reader must consider what the author is providing in the text and fit it with what the reader already knows), or the reader can answer the question without even reading the text (no part of the answer is in the story, the reader must draw totally from their own experience and prior knowledge).

Questioning Strategies

Current standards emphasize the importance of mathematics as communication. Many students with learning disabilities and many ELL students will benefit from the use of language to elicit, support and extend mathematical thinking. We have included a table of strategies and corresponding examples of questions to use to help students process and conceptualize solutions to mathematical problems. Yeatts, Battista, Mayberry, Thompson, & Zowojewski (2004) and Fraivilling (2001) recommend the strategies included in the table below. The questions were adapted from Carin, Bass & Contant (2005).

Strategies to Elicit Student Thinking

Questions to Elicit Student Thinking

Strategies to Elicit Student Thinking

Questions to Elicit Student Thinking

Elicit many solution methods for one problem

Did anyone find a different way to solve this problem?

Wait for, and listen to, students' descriptions of solution methods

What did you do? What happened when you...?

Encourage students to elaborate and discuss

What surprised you about... Were all of the groups' solutions the same? How were they different? Why do you think there was a difference between your groups' answers?

Use students' explanations as a basis for the lesson's content

What are some things you noticed about the...?

Convey an attitude of acceptance toward students' efforts

I see... So you're saying that...You may need to rephrase student response to clarify for student what was said. Write out student solutions for all to see, or have students contribute to group display.

Promote collaborative problem solving

Ask directly, "How did you work together to solve this problem?" or after one student has described the answer to a question, redirect the question to another member of the same problem solving group, "Rosa, would you like to add anything else?"

Strategies to support students' thinking

Questions to support students' thinking

Remind students of conceptually similar problems

How was this like the problem we solved last week using raisins?

Provide background knowledge

What objects do you see here? (Explicitly teach vocabulary of new and unknown items) What do you see that is new to you? Provide clear and vivid examples/stories or act out any actions required to solve the problem.

Lead students through "instant replays"

What happened first? In what sequence/order did things happen?

Write symbolic representations of solutions when appropriate

Let's write out all the solutions we found. Is there a way to organize these answers? (Organize solutions into tables or graphs)

Strategies to extend students' thinking

Questions to extend students' thinking

Maintain high standards and expectations for all students

Make sure that each student has an opportunity to participate and respond as a valued member of the group and class.
Simulate situations that require the particular problem solved. If you go to the doctor's office, you will expect them to know how to solve this type of problem. Your life could depend on it. Today, you are going to show me what you know by being my doctor. You will explain to me how you have solved this problem...

Encourage students to make generalizations

How does this relate to what your family thinks about...? (topic of discussion)
As a consumer, how would this help you make a choice about the products you will buy?

List all solution methods on the board to promote reflection

Looking at all of our work, how would you state the problem? What are the alternative choices? What personal and societal values are reflected in this problem? Which choice do you think is the best choice for you?

Resources

Preparing to Solve Mathematical Problems

With Teacher Support

Without Teacher Support

Solving Mathematical Problems:

After Finding a Solution to the Problem:

Appendix B: Lesson Plan Web sites

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Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities

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Not all students with learning disabilities struggle in mathematics. They do however have some characteristics in common. By definition, the term "specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

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Universal Design for Learning (UDL)

Representation

Action and expression

Engagement

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Highlights

1. MTSS is comprehensive continuum of evidence-based, systemic practices that provides increasingly intensive levels of supports to support to facilitate data based instructional decision-making.

2. Success for All learners by

1. taking collective responsibility

2. proactive approach

3. not stand alone(RTI) but rather systematic to improve instruction and support

4. continuous and ongoing

3. Core Principles

1. Every Child is capable of learning

2. Alignment of Support, Decisions, and procedures

3. Progress Monitoring is Evident

4. Team-Driven, data-informed decision making(PST)

5. Level of support based on needs

6. Each child has access to High Quality, evidence-based core instruction along with tiered supports (Tier I, Tier II, and Tier III) of evidence-based early intervening services.

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*Evidence comes in all sizes: achievable goals

*Time matters

*Selecting the right tool and accommodations

*Effectively interpret data: growth over perfection

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Top 20 Principles for Students with Disabilities

Principle 18: Formative and summative assessments are both important and useful, but require different approaches and interpretations

Formative assessment is used to guide and shape classroom instruction directly. Summative assessments are designed to produce an overall judgment of student learning progress or the effectiveness of educational programs. Overall, the goal of formative, summative, and diagnostic assessment is fundamentally the same-to produce valid, fair, useful, and reliable sources of information.

Sample tips for teachers

Employing formative assessments and formative assessment practices can result in important increases in student learning when teachers:

Set achievable instructional goals and align assessments to those goals. For most students with disabilities, these instructional goals will be based on grade level achievement standards. For students with significant cognitive disabilities, review your state's alternate achievement standards to consider how to adapt grade level content.

Use this evidence to help understand what students know and promptly redirect students as needed.

Employ principles of universal design to ensure all students can access any technology used for formative assessment (e.g., classroom clickers, quizzes).

Keep the length of time between the formative assessment and subsequent interventions relatively short; this is when effects on student learning will be strongest.

Principle 19: Students' skills, knowledge, and abilities are best measured with assessment processes grounded in psychological science with well-defined standards for quality and fairness

There are clear standards for judging the quality of assessments of any type. These standards for assessment reference additional accessibility standards that are particularly important for students with disabilities, and mention both universal design and Web Content Accessibility Guidelines (WCAG). Assessments that are accessible, reliable, and valid help test score users make appropriate inferences about students' knowledge, skills, and abilities.

Sample tips for teachers

Ways in which teachers can improve the quality of the assessments they use include:

When selecting digital tools for assessments, request a Voluntary Product Accessibility Template (VPAT), search for accessibility reviews, or look for 508 compliance documents on the product website.

Be mindful that tests that are valid for one use or setting may not be valid for another. For example, tests designed for school accountability may not be valid for use in determining the readiness of a student for the next grade level.

Monitor outcomes of assessment procedures and outcomes to determine whether there are consistent discrepancies across students from different subgroups (e.g., English learners).

Review your state's alternate achievement standards to consider how to adapt grade level content for students with significant cognitive disabilities.

Principle 20: Making sense of assessment data depends on clear, appropriate, and fair interpretation

The meaning of assessment outcomes depends on clear, appropriate, and fair interpretation. Scores from any assessment should generally be used only for the specific purposes for which they were designed. Interpretation of test data for special education students may require additional information on the manner in which the assessment was delivered.

Sample tips for teachers

Teachers can weigh curriculum and assessment choices to evaluate whether those resources are supported by research evidence and are suitable for use with diverse learners.

To effectively interpret assessment data, teachers should address the following about any assessment they use: What was the assessment intended to measure? What comparisons are the assessment data based on? Additionally, consider if testing accommodations were provided and used consistently when comparing data across two assessment scores.

Data gathered from any assessment are best interpreted in light of their suitability for addressing specific questions about students or educational programs, their appropriateness for individuals from a variety of different backgrounds and educational circumstances, and the intended and unintended consequences that result from using the assessment.

Awareness of the strengths and limitations of any assessment is critical. Such awareness also enables teachers to communicate caveats, such as possible imperfect reliability of scores (see more on this in Principle 19), and the importance of using multiple sources of evidence for high-stakes decisions.

For further explanation and additional tips for teachers, download the full report.

Contact Education

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Assessment Teaching Principles for Students with Disabilities

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Learn how to assess students, including tips about assessment accessibility, universal design, achievable instructional goals, and assessment suitability for assessing specific students.

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Discover different types of assistive technology that can aid in the education of multilingual learners with disabilities. These include text-to-speech software, communication devices, and more.

Software that uses audio, multimedia, and embedded formative assessment in different formats.

Interactive and/or adaptive software that provides data to plan intervention.

For Example:

The Scan Reader Pen https://youtu.be/NZbkubLKIfI?si=bWYQD8a3646sfrgl

MagicSchool AI https://www.youtube.com/watch?v=WLN4d2t7bXA

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English Language Learners

A group of educators has developed an instructional model to support English language learners with special needs.

©iStock/monkeybusinessimages

Many students in special education struggle with language. Those diagnosed with special needs who are also English language learners (ELLs) have specific, unique needs. These dually classified learners are identified with a disability and are eligible for both special education and English as a second language or bilingual services. As teachers, we are often underprepared to work with this population in our classrooms.

The U.S. Department of Education estimated in 2015 that 184,000 of the nation's 2.9 million students enrolled in programs for ELLs had disabilities. Only 63 percent of ELLs graduate from high school, compared to the national rate of 82 percent. The discrepancy is most likely even larger for students who are dually classified, though getting exact numbers is difficult. Providing these students with the support they may need in our classrooms is a real challenge for teachers.

Problem-Based Enhanced Language Learning

To help support these learners, a new instructional model called Problem-Based Enhanced Language Learning (PBELL) was developed by the iTeachELLs team at Arizona State University. I'm the project director of iTeachELLs, and we had heard from graduating teachers that they needed help-we were not fully preparing them to work with this population.

The PBELL model we developed combines elements of problem-based learning with the key principles of English language learning methods. PBELL is designed to raise student achievement through integration of instructional approaches in lessons that support acquisition of both content and language skills.

Meaningful problem development: Students work collaboratively to solve a meaningful problem.

Language and content in tandem: To help students master both instructional content and language, we must be intentional.

Assessment of content and language: We need to assess both the instructional content and the acquisition and use of language.

Specific support and strategies: Our lessons must include scaffolds and strategies that provide access to both the language and the content.

In PBELL experiences, a student utilizes language collaboratively in order to access prior knowledge, research new topics, brainstorm and discuss potential solutions, and present new findings to an audience. In a classroom using PBELL, all language is considered an asset in supporting rigorous learning opportunities.

A PBELL lesson has four basic components:

These lessons should be fun and student driven-involving students is key. There are plenty of free example lessons from experts in the field as well as teacher-created lessons available for use and adaptation on the iTeachELLs website. For a deeper look at these elements, take a look at the suite of short modules, complete with classroom footage.

Strategies for Working With Dually Classified Learners

Within PBELL lessons, teachers implement specific strategies to allow further access to content and provide strategic support on an individual basis.

Collaboration: Students are placed together in the inquiry process to support one another's learning. This can include small groups, pairs, or partners intentionally grouped together based on their primary language. Students may read and gather information together or pair up after the inquiry process to share the new learning they have discovered.

Graphic organization of learning: Charts, tables, or graphic organizers are used to help students understand new ideas and organize their new learning.

During the inquiry phase, for example, students may use a KWL (Know, Want to Know, Learn) graphic organizer to help process their new learning. They can brainstorm what they already know about a topic related to the meaningful problem, and then as a class they may form questions to represent what they want to know. These questions then drive the inquiry experience, and students complete the graphic organizer by noting the new learning they discover related to those questions.

Sensory strategies: Manipulatives, visuals, video, and real-world objects are used throughout the inquiry process to ensure that all students have access to new learning. Teachers can bring in real-world items to support student learning and understanding.

We know that teachers have heavy workloads and that adding new approaches is often time-consuming and challenging. If you don't have time to undertake a large PBELL project right now, it is possible to start small. We've found two basic components of lesson planning that can have immediate impact on student success: Ground learning in real-life, relevant experiences of the students, and recognize that language is a tool that needs to be specifically taught and modeled in all learning.

Starting with these small steps, we can help our dually classified learners make progress.

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A group of educators has developed an instructional model to support English language learners with special needs.

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Identifying Multilingual Learners with Specific Learning Disabilities: Data, Advice and Resources for School Teams

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Identifying Multilingual Learners with Specific Learning Disabilities: Data, Advice and Resources for School Teams

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Identifying Multilingual Learners with Specific Learning Disabilities: Data, Advice and Resources for School Teams

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This Focus Bulletin offers expert advice, data on 2020-21 identification rates, data templates, common scenarios and resources for school teams identifying K-12 multilingual learners for Specific Learning Disabilities.

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WIDA Screener: Blind/Visually Impaired and Deaf/Hard of Hearing Administration Guidance

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WIDA Screener: Blind/Visually Impaired and Deaf/Hard of Hearing Administration Guidance

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The WIDA Secure Portal provides member educators with assessment training, professional learning and other secure resources.

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Special Education Services: Rules of the Alabama State Board of Education

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Special Education Services: Rules of the Alabama State Board of Education