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Decrease the blocks to get and understand special Ed.

Makes relationships better

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We as school psychologists can be the trailblazers for change. Challenging people's ideas is a part of our never ending job description, it is okay to make waves!

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No one taking the initiative to create change and smash stereotypes within the educational environment. Conflict will occur until someone takes the initiative to challenge it.

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Outcome: Students may not have access to the same extracurriculars as their peers. Their mental health may also suffer due to discrimination or fears of deportation.
What we can do: Provide support groups and no-cost activities for students

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take time to research and understand legal guidelines surrounding education/citizenship

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make sure teachers understand CALP (5-7 years) -> training to understand language and services

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Collaboration with Local & Community Colleges

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Collaboration with Local & Community Colleges

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Outreach for opportunities for college admission and global engagement programs to participate in college nights and college fairs for students and families to learn of ways to pay for college, scholarships, and additional funding resources

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Foster school communities that are accepting and celebrate different identities within that community. Not ostracizing these individuals but including them and making them feel welcome.

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underrepresentation in gifted, overrepresentations in SPED

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If supports are there for DACA students, they are more likely to effectively navigate the system to recieve the services and support they need.
If no supports, DACA students are likely to miss deadlines and lose supports

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Outcome: Families may not be able to access financial resources and services through the government and may rely on community resources instead.
What we can do: Make ourselves knowledgeable about community services and make that information available to everyone without making anyone disclose immigration status

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Making sure students and caregivers have access to information and resources regarding college, specifically the implications of grades and scores and education funding

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Depends on the area, could be negative as if you are in an area where there are not a lot of supports available, there may be a lot of struggles and no one to turn to for help. Other areas, there may be a lot of students who have immigrated therefore there is support and people to set support groups in place.

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hold teachers, admin, and other school psychs accountable

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IDEA Language cant be reason for placement -> Double edged sword

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IDEA Language cant be reason for placement -> Double edged sword

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student dont always recieve the services they need due to language barriers

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Educate parents about their rights

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Students without authorized immigration status don't qualify for federal grants or loans

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Stipulation that Language cannot be the reason for SPED placement

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Stipulation that Language cannot be the reason for SPED placement

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give fee waivers for this process

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We can find groups in our community that can connect families to individuals who have similar situations. These connections can help them build a community for themselves.

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Performative grading and passing students along versus supporting their achievement

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Someone in School available to help DACA students with paperwork/deadlines 

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Someone in School available to help DACA students with paperwork/deadlines 

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Underidentification because in some schools, there is a belief that they can't be both an ELL student and have a disability, similar to the difficulty that some schools have with twice exceptional students, students who are gifted and in SPED

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As facilitators we have an opporunity where we can find sources for children to access funding for their college education. Since they might not be able to use fasfa we need to find other resources for them.

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Handouts sent home with students being available in the languages spoken in the household 

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Handouts sent home with students being available in the languages spoken in the household 

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Economic marginalization prevents access to quality after-school programs (academic enrichment, sports, clubs, etc)

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Information regarding services that may be helpful to an individual's understanding of things like their rights, finances, healthcare, etc., through community organizations

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More vulnerable to misidentification and underidentification for SPED services

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Barrier: Access to Education & Other Opportunities

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Barrier: Access to Education & Other Opportunities

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Stereotypes and biases held against immigration status can impact access to educational opportunities.

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Creating the environment for students who have immigrated to feel safe 

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Creating the environment for students who have immigrated to feel safe 

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Educators coming together to create a safe space for these students to express the struggles they may be experiencing. A safe haven from bullying, stereotype views, etc.

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Overidentification due to not understanding difference in language acquisition
Basic Interpersonal Communications Skills (BICS): 6 months to 2 years
**Talk with friends, casual/informal conversation
Cognitive Academic Language Proficiency (CALP): 5-7 years
**Technical terminology
**Higher level vocabulary

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Often these schools have teachers with limited content knowledge, provisonally licensed

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Biases and stereotypes held by members of the school community.

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Can not ask for immigration status, children have the right to education regardless of that status.

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Non-school programs that could provide additional resources and services may be inaccessible without a social security number

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Lack of universal gifted screening

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Education is a federal right regardless of citizenship

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Education is a federal right regardless of citizenship

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Language barrier and insufficient supports to overcome that barrier