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Bilingual special education involves creating an instructional system that accommodates students' exceptionalities and focuses on English acquisition within a relevant cultural context. Individualized Education Programs (IEPs) for exceptional bilingual students should include current educational status, goals for language and acculturation, instructional objectives, service requirements, program duration, criteria for evaluation, and parental involvement. Developing a comprehensive curriculum in bilingual special education requires collaboration among parents, mainstream teachers, bilingual teachers, and special education teachers. This process involves understanding the child's culture and language background, learning style, and educational needs. Materials can be adapted by adjusting presentation methods, developing supplementary materials, providing alternatives for responses, simplifying content, and breaking tasks into smaller subtasks, among other strategies. I included this article because it provides great ways to help bilingual special education students to learn in the classroom. As well as ways of collaboration with parents and teachers, which would better serve the student, which is the main goal.

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How Many Students are Both Disabled and Bilingual?

Based on 1980 Census and Immigration and Naturalization Services records, it is estimated that there are 79 million school-age language minority children in the United States. This bilingual population is distributed throughout the United States with heavier concentrations in the southwest and northeast. The highest concentration is in the large urban areas.

Considering the overall population with limited English proficiency (LEP) in the United States, a critical question for bilingual special educators is how many of these students also have disabilities. According to the U.S. Office of Special Education, an estimated 948,000 children may both be linguistically different and have disabilities-a substantial population who could benefit from bilingual special education services.

Although over-representation is an issue in some school districts, a new problem of under-representation has also emerged in some areas (Ovando & Collier, 1985) because many LEP students with disabilities are being placed in bilingual education as an alternative to special education (Baca & Cervantes, 1989).

How Can Special Education and Bilingual Education be Combined?

Developers of bilingual special education programs need to weigh three factors for each student: degree of disability; level of language proficiency in both English and the primary language; and intellectual capacity. The student's placement on each of these three continuums will determine the nature of instruction and the educational placement.

Students' degree of disability must be considered for program design, along with their intellectual capacities and their proficiencies in English and their other languages (Baca & Payon, 1989). For example, a student of average intelligence who has a high level of language proficiency in Spanish, a minimal level of ability in English, and limited visual acuity will require curricular services and placement different from those of a student who is linguistically limited in both languages, exhibits lower intellectual performance, and is severely language delayed.

What Variables Should Influence Placement Decisions?

Program placement should be the best fit between the student's needs and the available resources. Placement decisions for the bilingual exceptional student should reflect the type and nature of instruction to be provided, the language of instruction, the conveyor of instruction, the duration of instruction, and the student's learning needs and style. The following special education variables and bilingual factors should be addressed in identifying placements (Baca & Payon, 1989, p. 96):

Student's age.

Type and degree of impairment or disability.

Age at which disability occurred.

Level of language involvement because of the disability.

Level of academic achievement.

Entry level language skills (upon entering school).

Measured intellectual ability.

Method and language used in measuring academic achievement and intellectual ability.

Level of adaptive behavior.

Time spent in United States.

Current cultural home setting.

Social maturity.

Level of language proficiency in English and other language.

Amount and type of language input received in the home environment.

Speech and language capabilities in both languages.

Presence of multiple handicaps.

Ambulation or mobility.

Success in past and present placements.

Wishes of students and parents.

What is Needed to Get Started?

Operationalizing bilingual special education requires the creation of an instructional social system that involves active teaching of cognitive skills and includes the development of language skills while focusing on the acquisition of English. All instruction is prescribed in a manner that accommodates and remediates the student's exceptionality. Students must understand the directions and the nature of the tasks. Instruction must be provided within a relevant cultural context so that expectations can be understood by the student. Because language is the primary conveyor of instruction, the student's stronger language must be employed.

Based on the assumption that students learn best in their preferred language, bilingual special education is operationalized at each local level with each individual student in mind. The common thread is to provide for all students educational experiences that develop lifelong learning skills (Baca & Payon, 1989).

What are the Basic Elements of an Individualized Education Program (IEP) for These Children?

IEPs for exceptional bilingual students should include the following elements:

1. The child's current educational status, including all service programs the child is receiving.

2. Goals, including adaptation to acculturation and growth in both the first and second language. The goals must be realistic in regard to the time necessary; years could be involved.

3. The sequence of short-term instructional objectives leading up to each goal.

4. A list of instructional and service requirements including a balance between the first and second language, as well as delineation of who will assist with acculturation needs.

5. An indication of how much and what aspects of the program will be in the mainstream.

6. The program's duration.

7. IEP's Realistic criteria and a schedule for evaluation of the IEP's effectiveness.

8. A statement of the role of the parents.

9. Specification of changes to be made in the physical, social, and instructional realms, including the first and second languages and cross-cultural adaptation. (Collier, 1989, pp. 272-273)

What are the Steps in Developing a Comprehensive Curriculum?

The four major partners in bilingual special education curriculum development are the parents, the mainstream teacher, the bilingual teacher, and the special education teacher. The following steps should be undertaken by this team:

1. Meet as a team to begin the planning process. Outline planning steps.

2. Become familiar with the culture and language background of the child.

3. Become familiar with the special learning style and education needs of the child.

4. Prepare an individual instructional plan with short- and long-term goals (in some cases this may be an IEP).

5. Develop individualized lessons and materials appropriate to the child's exceptionality.

6. Modify individualized lessons and materials using a "cultural screen" and sensitivity.

7. Refer to resource people for assistance and cooperation in instruction; coordinate services.

8. Evaluate the child's ongoing progress and develop a new individual plan (IEP), materials, and so forth, as needed.

9. Start the cycle over. (Collier & Kalk, 1989, p. 207)

What Should Be Considered in Selecting Materials for Bilingual Exceptional Children?

The following guidelines represent some of the many considerations teachers should bear in mind when evaluating, selecting, adapting, or developing materials:

1. Know the specific language abilities of each student.

2. Include appropriate cultural experiences in material adapted or developed.

3. Ensure that material progresses at a rate commensurate with student needs and abilities.

4. Document the success of selected materials.

5. Adapt only specific materials requiring modifications, and do not attempt to change too much at one time.

6. Try out different materials and adaptations until an appropriate education for each student is achieved.

7. Strategically implement materials adaptations to ensure smooth transitions into the new materials.

8. Follow some consistent format or guide when evaluating materials.

9. Be knowledgeable about particular cultures and heritages and their compatibility with selected materials.

10. Follow a well-developed process for evaluating the success of adapted or developed materials as the individual language and cultural needs of students are addressed. (Hoover & Collier, 1989, p. 253)

How Can Materials Be Adapted?

Several guidelines for adapting commercial materials or developing teacher-made materials are discussed in the literature (Harris & Schultz, 1986; Lewis & Doorlag, 1987; Mandell & Gold, 1984). The following list is not designed to be all inclusive; variations may be required in order to meet individual needs.

Adjust the method of presentation or content.

Develop supplemental material.

Tape-record directions for the material.

Provide alternatives for responding to questions.

Rewrite brief sections to lower the reading level.

Outline the material for the student before reading a selection.

Reduce the number of pages or items on a page to be completed by the student.

Break tasks into smaller subtasks.

Provide additional practice to ensure mastery.

Substitute a similar, less complex task for a particular assignment.

Develop simple study guides to complement required materials.(Hoover & Collier, 1989, p. 253)

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How Many Students are Both Disabled and Bilingual? Based on 1980 Census and Immigration and Naturalization Services records, it is estimated that there are 79 million school-age language minority children in the United States. This bilingual population is distributed throughout the United States with heavier concentrations in the southwest and northeast.

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Supporting Special Education Students in Bilingual Settings

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Supporting Special Education Students in Bilingual Settings

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The summary of the video is to show that special education students don't show any more difficulties because they are bilingual, if they don't need to choose a language to learn in. It is super beneficial and important for the students to use both languages in instruction to better their learning experiences. This is their linguistic and cultural resources. The main thing is to work with their multiple languages because it is easier for them to learn. This allows the children to have access to more assets and resources. I chose this video because it really highlighted the fact to implement both students' languages in instruction. This is something that I will keep in mind for making my future lesson plans if I have a special education student who is bilingual.

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Supporting special education students in bilingual settings

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Ways to Support ELL's with Special Needs

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Ways to Support ELL's with Special Needs

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This blog post is about supporting English Language Learners (ELLs) with special needs. It requires a thoughtful approach that considers both language acquisition and specific disabilities. It is important to understand the difference between language acquisition and cognitive disabilities is essential. As an educator you need to assess the student's language proficiency in both their native language and the new language. Use various modalities, such as video, digital books, audio, and simulations, to support learning. Considering individual needs is also super important, like visual display options for students with low vision or audio resources for those with reading disabilities. As well as, using linguistic and non-linguistic methods to represent vocabulary and concepts. Employ scaffolding to provide support and help students progress. The best instructional strategies for working with ELLs who have special needs involve a combination of language support, individualized approaches, varied teaching methods, and understanding the unique needs of each student. Effective classroom management and flexible assessment methods can help create an inclusive learning environment for all students. I chose this blog because it really shows different feedback from many teachers who have actually used these instructional strategies in the classroom with special education bilingual students, so they know that it works and their students have successful outcomes.

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Response: Ways to Support ELLs With Special Needs (Opinion)

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Today, Maria Montalvo, Beverly Maxwell, Ann Wilson, Jennie Farnell share their suggestions on how to support English Language Learners with special needs.

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This pdf highlights the lack of specific guidance for educators in addressing the needs of these students under the No Child Left Behind Act (NCLB). This reviews critical issues and challenges, including identification and assessment, teacher preparation, and legal and policy issues. It also provides recommendations for improving the education of ELLs with special needs, focusing on unbiased assessment, the use of Response to Intervention (RTI), and collaboration among all stakeholders, including educators, policy makers, researchers, and families. The goal is to create an enriched educational context for these students and ensure they receive appropriate support in the classroom. I chose this to use in my project because it does have recommendations to use as a teacher for ELLs with special needs. I like that this pdf really highlighted the use of the No Child Left Behind Act, because even if they are bilingual and have special needs, no child should ever be left behind.

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This article addresses the challenges of working with students who are both dually classified as English Language Learners (ELLs) and having special needs. These students have specific, unique needs and often struggle with language. The U.S. Department of Education estimated that a significant number of ELLs have disabilities, and the graduation rates for ELLs are lower than the national average, which is likely even lower for dually classified students. To address these challenges, an instructional model called Problem-Based Enhanced Language Learning (PBELL) was developed by the iTeachELLs team at Arizona State University. PBELL combines problem-based learning with principles of English language learning to raise student achievement by integrating content and language skills. PBELL lessons involve meaningful problem-solving, the intentional combination of language and content, assessment of both language and content, and the inclusion of supports and strategies. I chose this article because it was super informational in showing other teachers that language needs to be explicitly taught and modeled in all learning. As well as these strategies mentioned are aimed to help dually classified learners make progress in their education.

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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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Teaching Bilingual Learners with Disabilities

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Teaching Bilingual Learners with Disabilities

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Dr. Diane Rodriguez discusses the challenges and opportunities for bilingual learners with disabilities in K-12 education. She emphasizes the importance of providing effective instruction for these students, who face complex challenges related to language and cultural differences, as well as their disabilities. Bilingual learners with disabilities can succeed in bilingual programs and instruction should be delivered in both their native language and English. A way to do this is The ICT-LD Model. The Integrated Co-Teaching (ICT) Dual Language (DL) program is designed to provide academic content instruction in both English and the students' native language. It combines integrated co-teaching services, where general education and special education teachers jointly provide instruction, with dual language programs, focusing on teaching literacy and subject area content in two languages. Successful ICT-DL programs include key components such as the use of two languages by students and teachers, a positive classroom environment, the inclusion of all students, and collaborative efforts between general education and special education teachers. Effective instructional strategies for bilingual learners with disabilities include a shared knowledge base, recognition of students' native language, collaboration within the school community, relevant instruction, explicit instruction to foster English language acquisition, and the use of the native language in teaching. I chose this article because it really addresses specific instructional strategies that would help support bilingual special education students.

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Teaching Bilingual Learners with Disabilities in an Integrated Co-Teaching Dual Language Program

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In my work, I have been fortunate to get to know some excellent bilingual programs serving kids with disabilties. There are a number of pieces that need to be in place for these programs to work successfully, and in this article I will share what I have learned from my work in schools using this mo…

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The Intersection of Dual Language and Special Education

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The Intersection of Dual Language and Special Education

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This tik tok is about what to give students who are dually gifted, meaning special ed and ELL. In this tik tok it explains that these types of students should get the most resources readily available for them so that they could strive within the classroom and everyday life. Such as through dual language programming. Another thing is that it is important to have teachers know about these resources and have them implement a dual language approach into their classroom daily. Having low staffing is not an excuse to not give a student special education and bilingual services. A teaching strategy for this would be to have a special education teacher and an assistant teacher who is bilingually certified. This would provide the student with support in both language programs. Another thing this tik tok mentions is for districts to get in contact with universities so that they can produce teachers who can facilitate in two program languages. I chose this tik tok because it provided me with a bunch of information and ways about going about my future classroom. Such as to focus on the goals of my students through the dual language programming approach.

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465 Likes, TikTok video from Dr. José Medina (@josemedina1000): "#MedinaMondayMessage: The Intersection of #DualLanguage and #SpecialEducation! #C6BiliteracyFramework #Equity #SocialJustice #SPED #Bilingual #Bilingualism #IEP". original sound - Dr. José Medina.

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This article does a great job of explaining bilingual special education. To provide effective bilingual special education, educators need to consider three key factors for each student: the degree of disability, level of language proficiency in both English and their primary language, and intellectual capacity. These factors will determine the nature of instruction and educational placement. Placement decisions for bilingual exceptional students should take into account a range of variables, such as age, type and degree of disability, language involvement due to the disability, academic achievement, language proficiency in English and other languages, and more. The goal is to match each student's needs with available resources. The most important thing I got out of this article was the comprehensive bilingual special education curriculum. Curriculum development for bilingual special education involves a team approach that includes parents, mainstream teachers, bilingual teachers, and special education teachers. The team should consider the child's culture, language background, learning style, and exceptional needs to develop individualized lessons and materials. When selecting materials for bilingual exceptional children, teachers should consider specific language abilities, include cultural experiences, ensure the material matches students' needs and abilities, document the success of selected materials, and strategically implement adaptations. I chose this article because it provides valuable insights into the challenges and considerations involved in providing bilingual special education for students with disabilities and limited English proficiency.

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Bilingual Special Education

ERIC EC Digest #E496, Authors: Leonard M. Baca and Hermes T. Cervantes ED333618, 1991
How Many Students Are Both Disabled and Bilingual?

Based on Census and Immigration and Naturalization Servicesrecords, it is estimated that there are 79 million school-age languageminority children in the United States. This bilingual population isdistributed throughout the United States with heavier concentrationsin the southwest and northeast. The highest concentration is in thelarge urban areas.

Considering the overall population with limited English proficiency(LEP) in the United States, a critical question for bilingual specialeducators is how many of these students also have disabilities.According to the U.S. Office of Special Education, an estimated 948,000 children may be both linguistically different and havedisabilities – a substantial population who could benefit frombilingual special education services.

Although overrepresentation is an issue in some school districts, anew problem of underrepresentation has also emerged in some areas because many LEP students with disabilitiesare being placed in bilingual education as an alternative to specialeducation.
How Can Special Education and Bilingual Education Be Combined?
Developers of bilingual special education programs need to weigh threefactors for each student:

degree of disability

level of language proficiency in both English and the primary language

intellectualcapacity

The student's placement on each of these three continuumswill determine the nature of instruction and the educationalplacement.
Students' degree of disability must be considered for program design,along with their intellectual capacities and their proficiencies in English and their other languages. For example, astudent of average intelligence who has a high level of languageproficiency in Spanish, a minimal level of ability in English, andlimited visual acuity will require curricular services and placementdifferent from those of a student who is linguistically limited inboth languages, exhibits lower intellectual performance, and isseverely language delayed.
What Variables Should Influence Placement Decisions?
Program placement should be the best fit between the student's needsand the available resources. Placement decisions for the bilingualexceptional student should reflect the type and nature of instructionto be provided, the language of instruction, the conveyor ofinstruction, the duration of instruction, and the student's learningneeds and style. The following special education variables andbilingual factors should be addressed in identifying placement:

Student's age.

Type and degree of impairment or disability.

Age at which disability occurred.

Level of language involvement because of the disability.

Level of academic achievement.

Entry level language skills (upon entering school).

Measured intellectual ability.

Method and language used in measuring academic achievement andintellectual ability.

Level of adaptive behavior.

Time spent in United States.

Current cultural home setting.

Social maturity.

Level of language proficiency in English and other language.

Amount and type of language input received in the home environment.

Speech and language capabilities in both languages.

Presence of multiple handicaps.

Ambulation or mobility.

Success in past and present placements.

Wishes of students and parents.

What Is Needed to Get Started?
Operationalizing bilingual special education requires the creation ofan instructional social system that involves active teaching ofcognitive skills and includes the development of language skills whilefocusing on the acquisition of English. All instruction is prescribedin a manner that accommodates and remediates the student'sexceptionality. Students must understand the directions and the natureof the tasks. Instruction must be provided within a relevant culturalcontext so that expectations can be understood by the student. Becauselanguage is the primary conveyor of instruction, the student'sstronger language must be employed.

Based on the assumption that students learn best in their preferredlanguage, bilingual special education is operationalized at each locallevel with each individual student in mind. The common thread is to provide for all students educational experiences that develop lifelonglearning skills.
What Are the Basic Elements of an Individualized Education Program (IEP) forThese Children?
IEPs for exceptional bilingual students should include the followingelements:

1. The child's current educational status, including all serviceprograms the child is receiving.

2. Goals, including adaptation to acculturation and growth in both thefirst and second language. The goals must be realistic in regard tothe time necessary; years could be involved.

3. The sequence of short-term instructional objectives leading up toeach goal.

4. A list of instructional and service requirements including abalance between the first and second language, as well as delineationof who will assist with acculturation needs.

5. An indication of how much and what aspects of the program will bein the mainstream.

6. The program's duration.

7. IEP's realistic criteria and a schedule for evaluation of the IEP'seffectiveness.

8. A statement of the role of the parents.

9. Specification of changes to be made in the physical, social, and instructional realms, including the first and second languages and cross-cultural adaptation.

What Are the Steps in Developing a Comprehensive Curriculum?
The four major partners in bilingual special education curriculumdevelopment are the parents, the mainstream teacher, the bilingualteacher, and the special education teacher. The following steps shouldbe undertaken by this team:

1. Meet as a team to begin the planning process. Outline planningsteps.

2. Become familiar with the culture and language background of thechild.

3. Become familiar with the special learning style and education needsof the child.

4. Prepare an individual instructional plan with short- and long-termgoals (in some cases this may be an IEP).

5. Develop individualized lessons and materials appropriate to thechild's exceptionality.

6. Modify individualized lessons and materials using a culturalscreen and sensitivity.

7. Refer to resource people for assistance and cooperation ininstruction; coordinate services.

8. Evaluate the child's ongoing progress and develop a new individualplan (IEP), materials, and so forth, as needed.

9. Start the cycle over.

What Should Be Considered in Selecting Materials for Bilingual ExceptionalChildren?
The following guidelines represent some of the many considerationsteachers should bear in mind when evaluating, selecting, adapting, ordeveloping materials:

1. Know the specific language abilities of each student.

2. Include appropriate cultural experiences in material adapted ordeveloped.

3. Ensure that material progresses at a rate commensurate with studentneeds and abilities.

4. Document the success of selected materials.

5. Adapt only specific materials requiring modifications, and do notattempt to change too much at one time.

6. Try out different materials and adaptations until an appropriateeducation for each student is achieved.

7. Strategically implement materials adaptations to ensure smoothtransitions into the new materials.

8. Follow some consistent format or guide when evaluating materials.

9. Be knowledgeable about particular cultures and heritages and theircompatibility with selected materials.

10. Follow a well-developed process for evaluating the success of adapted or developed materials as the individual language and cultural needs of students are addressed.

How Can Materials Be Adapted?
Thefollowing list is not designed to be all inclusive; variations may berequired in order to meet individual needs.

Adjust the method of presentation or content.

Develop supplemental material.

Tape-record directions for the material.

Provide alternatives for responding to questions.

Rewrite brief sections to lower the reading level.

Outline the material for the student before reading a selection.

Reduce the number of pages or items on a page to be completed by thestudent.

Break tasks into smaller subtasks.

Provide additional practice to ensure mastery.

Substitute a similar, less complex task for a particular assignment.

Develop simple study guides to complement required materials.

References
Baca, L. M., & Cervantes H. T. (Eds.). (1989). The bilingual special education interface(2nd ed.). Columbus, OH: Merrill.

Baca, L. M., & Payon, R. M. (1989). Development of the bilingualspecial education interface. In L. M. Baca & H. T. Cervantes (Eds.),The bilingual special education interface (pp. 79-99). Columbus, OH:Merrill.

Collier, C. (1989). Mainstreaming and bilingual exceptional children.In L. M. Baca & H. T. Cervantes (Eds.), The bilingual specialeducation interface (pp. 257-290). Columbus, OH: Merrill.

Collier, C., & Kalk, M.(1989). Bilingual special education curriculumdevelopment. In L. M. Baca & H. T. Cervantes (Eds.), The bilingualspecial education interface (pp. 205-229). Columbus, OH: Merrill.

Harris, W. J., & Shultz, P. N. B. (1986). The special educationresource program: Rationale and implementation. Columbus, OH: Merrill.

Hoover, J. J., & Collier, C. (1989). Methods and materials forbilingual special education. In L. M. Baca & H. T. Cervantes (Eds.),The bilingual special education interface (pp. 231-255). Columbus, OH:Merrill.

Lewis, R. B., & Doorlag, D. H. (1987). Teaching special students inthe mainstream. Columbus, OH: Merrill.

Mandell, C. J., & Gold, V. (1984). Teaching handicapped students. St.Paul, MN: West.

Ovando, C., & Collier, V. (1985). Bilingual and ESL classrooms: Teaching in multicultural contexts. New York: McGraw-Hill.

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An article on how to properly combine special education and bilingual education.

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Teaching English To Learners with Special Educational Needs (SENs)

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Teaching English To Learners with Special Educational Needs (SENs)

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This article discusses common misconceptions and myths about teaching learners with special educational needs (SENs) and provides tips for creating an inclusive classroom. This article provided great tips and instructional strategies. Focus on the individual learner rather than their label. Encourage activities that foster empathy and understanding among students. Establish a clear learning contract that promotes inclusivity through shared values. Provide opportunities for learners to engage with language in different ways and senses. Implement peer mentoring or buddy systems to foster cooperation among students. Give clear and concise instructions in a step-by-step manner, avoiding complex sequencers. Use positive language to state what you want learners to do. Use visuals to reinforce rules and routines. Consider learners' individual needs when arranging seating plans. Seek input from parents, other professionals, and, most importantly, the learners themselves to create a collaborative and inclusive learning environment. I chose this article because it gave me such great, detailed tips to use in my future classroom and in my instruction to my future students. Which will all help me have an inclusive classroom that I strive to have.

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'I know I have children with special educational needs in my class, I want to help them and we are supposed to promote inclusion, but I really am not sure how to do this'
Vera, primary teacher from Spain
'Some of the children in my class are really badly behaved, they can't sit still, don't finish their work and are always calling out. I think they might have a learning difficulty, but I don't know what to do'
Kris, secondary teacher from Poland
Do you feel like these teachers? Do you think that you have learners with SENs in your class and you are not sure how to support them? Many countries across the world are now following policies of social and educational inclusion for learners with SENs. This means that more and more learners with SENs are in mainstream classrooms. Many teachers do not feel that their teacher training has prepared them for including learners with SENs in their classrooms. In my experience, there are some common myths and misconceptions around the teaching of learners with SENs.
Myth 1 - You have to be a specialist psychologist or specially trained teacher to know how to teach these learners
No, you don't. It will of course help you to learn more about SENs and to get advice from specialists in the area, but learners with SENs benefit from good teaching practice, particularly in the area of classroom management, planning and setting of tasks. For example, learners with SENs needs clear, consistent rules and instructions, they need short do-able tasks which give a sense of achievement, they need to feel the teacher cares about them and understands them as a person and they need multi-sensory presentation and practice of material. Good teachers do all of these things without specialist knowledge of SENs.
Myth 2 - other learners in the class make less progress when they are taught with learners with SENs
No, this is not necessarily the case. Children with SENs can teach other children to have empathy, understanding of difference and other important social and learning skills. Children naturally understand that some learners need more help. Adults need to understand this and work with it. Having an inclusive classroom experience can benefit learners and enrich their learning experience.
Myth 3 - learners with SENs cannot learn languages
No, this does not have to be true. Learning English gives many children with SENs opportunities to learn important skills such as listening, taking turns, working with others, waiting for attention, noticing things about other people, understanding social language and expressing opinions. These are skills which are often practised in English language learning activities and can be done in a fun, non-threatening way. Reading and writing stories can give learners opportunities to explore issues in a safe, creative way. Learning English in this way can give a different experience of the classroom to learners with SENs.
Myth 4 - it takes a lot of extra time and planning
No. All teachers are short of time but including learners with SENs in your class should not involve a lot of extra planning. It will involve planning for different learning styles, thinking about the interests and strengths of your learners, including some variations of task type and careful presentation of the work. However, this type of planning will improve the learning of all the learners in your class. I can actually save you time if more learners engage in the work at an earlier stage and with better results.
Myth 5 - a teacher can't 'fix' the learner's problem so there is nothing I can do
Definitely not true. The learner does not need 'fixing'. This type of thinking views the learner's difficulty in a medical way, assuming the learner is somehow 'broken' and needs fixing. In order to have an inclusive society, we all need to learn more about the difficulties and differences of others. Teachers can learn a lot from learners with SENs and schools need to learn to adapt their teaching and mindset to promote inclusion. For example, instead of looking for a specialist to work with the child, the specialist could help with training for teachers to better understand ways to work with the child.
Some tips for an inclusive classroom
1. See the learner and not the label. Learners with SENs are people with personality. Every person with dyslexia, for example, is not the same. The learner might be introvert, extrovert, creative, not creative, humorous, not humorous, musical, not musical etc. Get to know the learner.

2. Encourage and use activities which develop empathy and understanding in your classroom at all times. . For example, many activities in ELT involve guessing or remembering something about your partner, finding things you have in common or which are different. Exploit this type of language activity.

3. Create a learning contract where the inclusive ethos is clear. For example, set rules which clearly state the underlying values of your classroom such as

We help each other

We listen to each other

We understand everyone is unique

4. Give opportunities for learners to present and practice language in different ways and in different senses.

5. Develop a peer mentoring or buddy system, where learners help each other and share skills.

6. Think carefully about how you give instructions. Make them clear, concise, give them on a step-by-step basis. Give them in the order you want them done and very simply. Avoid sequencers. For example, say 'look at the board, open your books' and not 'before you open your books, look at the board.' Check by giving an example and getting an example from the learners.

7. Use positive classroom language. Say what you want learners to do, not what you don't want them to do. For example say 'Look at the board' rather than 'Don't keep turning round'

8. Use visuals to reinforce rules and routines. Have a set of pictures showing different parts of your lesson - listening (ear), speaking (mouth), writing (pen) reading (book) and put these on the board at the start of the lesson to show the order for the day.

9. Think about your learners needs and have a seating plan. For example, hearing impaired learners will need to sit near the teacher, learners with ADHD need to sit away from distractions such as windows and radiators.

10. And don't be afraid to ask other people, the parents/carers, other professionals and above all, the learner. They will know what works.

Make it a collaborative learning journey rather than a fearful one.

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Teaching English to learners with Special Educational Needs (SENs) - Myths and realities

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'I know I have children with special educational needs in my class, I want to help them and we are supposed to promote inclusion, but I really am not sure how to do this' Vera, primary teacher from Spain 'Some of the children in my class are really badly behaved, they can't sit still, don't finish their work and are always calling out.

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Supporting Emergent Bilinguals with IEPs

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Supporting Emergent Bilinguals with IEPs

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This video describes what it takes to support emergent bilinguals that are labeled disabled. This video shows the importance of the students' home language and how that is important within the students education and how it should be highlighted within their learning. A generally mandated system helps deliver the IEPs to fit the students needs for learning. This is because those are specific educational services that children with disabilities receive as they relate to their linguistic and academic needs. Some of the practices used for emergent bilinguals with IEPs are used by using Universal Design of Learning (UDL). It is important to keep in mind when creating lesson plans to create the most entry points available for all types of learners. This invites the translanguaging pedagogy which allows the students to leverage their entire linguistic repertoires from the very beginning. It is important to not only do a UDL design in English, but also in the language backgrounds of the students, this is where the translanguaging comes into play. “If it's English only, it's not universal”. I chose this video because it highlights the fact that translanguaging is super important in lessons and instruction to emergent bilingual learners who also have disabilities. As well as it highlights the importance of using UDL which is a great instructional strategy to use for all of my future students, not just the ones who may be bilingual or in special education services.

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Supporting Emergent Bilinguals with Individualized Education Plans: Tips from CUNY-NYSIEB