As a teacher who has completed two LTO’s as a SERT and wishes to pursue a career as a secondary school SERT, I would like to pose the following question:

1.     How can an English as a Second Language (ESL) Teacher and Special Education Resource Teacher work together / collaborate to ensure that student who is an English Language Learner and has an exceptionality is adequately supported in all aspects of their learning?

My school board seems to push the use of technology to enhance the learning of students. With that in mind, I would like to pose the following question:

2. What assistive technology programs and apps can be used to enhance the learning experience of students who are English Language Learners? 

·       English Language Learners who are identified as exceptional have the right to receive support from the school’s special education team and ESL department at the same time (Ministry of Education, 2007, 19). 

·       Gaps in learning displayed by students with exceptionalities can appear quite similar to those displayed by English Language Learners (Ministry of Education 2017 C7). This can make it difficult to identify previously undocumented exceptionalities in English Language Learners. 

·       Similar gaps in learning / behaviours displayed by students with exceptionalities and English Language Learners include: 1) difficulties “following directions” and 2) appears to get distracted easily (Ministry of Education, 2008, 44). Despite these similar behaviours, they likely have different causes (Ministry of Education, 2008, 44). 

·       English Language Learners are just as likely to have an exceptionality as their peers (Ministry of Education, 2008, 43). 

·       One sign that an English Language Learner might have an exceptionality is due to a lack of progress through their personalized ESL programing (Ministry of Education, 2008, 45).

·       Supporting both the student’s language needs and their exceptionality should be considered when developing the student’s IEP (Ministry of Education, 2008, 46). 

·       The incorporation of technology in learning experiences provides “motivation and confidence” to English Language Learners (Brozek & Duckworth 10).

·       Interactive whiteboards (i.e. SMART Boards) can allow written and visual information to be presented together (Brozek & Duckworth 11).

·       Manipulatives are also beneficial to help English Language Learners acquire language skills (Brozek & Duckworth 12).

·       The program “Photo Story” allows English Language Learners to acquire / develop CALP skills, while also allowing them to demonstrate their learning orally rather than in writing (Brozek & Duckworth 12-13). Photo story can also make a transcript of their oral recordings (Brozek & Duckworth 13).

·       Online discussion boards can help English Language Learners to feel more comfortable to participate in learning experiences (Brozek & Duckworth 14). 

·       “Dave’s ESL Cafe, Classroom 2.0, … Moodle … , and Edmodo” are social networking programs that have been shown to benefit the learning experiences of English Language Learners (Brozek & Duckworth 14).

Ministry of Education. (2007). English Language Learners ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12. Retrieved from http://edu.gov.on.ca/eng/document/esleldprograms/esleldprograms.pdf. 

Ministry of Education. (2017). Special Education in Ontario: Kindergarten to Grade 12, Policy and Resource Guide (Draft). Retrieved from http://www.edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf.

Ministry of Education. (2008). Supporting English Language Learners: A Practical Guide for Ontario Educators, Grade 1 to 8. Retrieved from http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf. 

Ortiz, Alba. (2007). “English Language Learners with Special Needs: Effective Instructional Strategies.” LD Online. Retrieved from http://www.ldonline.org/article/5622/. 

Robertson, Kristina. (2001). “How to Address Special Education Needs in the ELL Classroom.” LD Online. Retrieved from http://www.ldonline.org/article/19960/. 

Brozek, Elizabeth, & Debra Duckworth. (n.d.). “Supporting English Language Learners Through Technology.” Educator’s Voice. Retrieved from https://www.nysut.org/~/media/Files/NYSUT/Resources/2011/March/Educators%20Voice%204%20Technology/edvoiceIV_ch2.pdf.

Knutson, Jeff. (24 Sept. 2018). “Quality edtech for ELLs Isn’t Easy to Find, but Great Options do Exist." Common Sense Education. Retrieved from https://www.commonsense.org/

education/articles/how-to-use-technology-to-support-ells-in-your-classroom.

h2.pdf.

Knutson, Jeff. (24 Sept. 2018). “Quality edtech for ELLs Isn’t Easy to Find, but Great Options do Exist. Common Sense Education. Retrieved from https://www.commonsense.org/

education/articles/how-to-use-technology-to-support-ells-in-your-classroom.

·       The incorporation of technology in learning experiences provides “motivation and confidence” to English Language Learners (Brozek & Duckworth 10).

·       Interactive whiteboards (i.e. SMART Boards) can allow written and visual information to be presented together (Brozek & Duckworth 11).

·       Manipulatives are also beneficial to help English Language Learners acquire language skills (Brozek & Duckworth 12).

·       The program “Photo Story” allows English Language Learners to acquire / develop CALP skills, while also allowing them to demonstrate their learning orally rather than in writing (Brozek & Duckworth 12-13). Photo story can also make a transcript of their oral recordings (Brozek & Duckworth 13).

·       Online discussion boards can help English Language Learners to feel more comfortable to participate in learning experiences (Brozek & Duckworth 14). 

·       “Dave’s ESL Cafe, Classroom 2.0, … Moodle … , and Edmodo” are social networking programs that have been shown to benefit the learning experiences of English Language Learners (Brozek & Duckworth 14).

·       Some technology apps / websites that were examined by candidates in Learning Block 3.5 that are worth utilizing in the classroom to assist with language acquisition include:

o   FluentU

o   Book Creator 

o   Speak and Translate

o   Rewordify

o   Scribjab

o   Games to Learn English

o   ABCYA

o   My WordBook

o   ESL Gold

o   Seesaw

o   Voice Thread

o   Duolingo

o   Busuu

o   The Bible App (YouVersion) 

o   Starfall FREE

o   Razkids

o   Intro to Letters

Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12. Retrieved from http://edu.gov.on.ca/eng/documen/esleldprograms/esleldprograms.pdf. 

Ministry of Education. (2007b). English as a Second Language and English Literacy Development: The Ontario Curriculum Retrieved from Grades 9 to 12. http://www.edu.gov.on.ca/eng/curriculum/secondary/esl912currb.pdf

Ministry of Education. (2008). Supporting English Language Learners: A Practical Guide for 

Ontario Educators, Grade 1 to 8. Retrieved from http://www.edu.gov.on.ca/eng/document/esleldprogram/guide.pdf. 

Ortiz, Alba. (2007). “English Language Learners with Special Needs: Effective Instructional 

Strategies.” LD Online. Retrieved from http://www.ldonline.org/article/5622/.

Colorincolorado. (2014, March 14). English Language Learners with Learning Disabilities [Video 

file]. Retrieved from https://www.youtube.com/watch?v=xMJKHh1cL5I. 

·       The ESL teacher and SERT must create educational programming together to meet the specific learning needs of an ELL who has an exceptionality (Ministry of Education, 2007, 19).

·       When ELL student is struggling along the STEP continua, ESL teacher should begin dialogue with the school SERT to open up potential special education intervention (personal communication, elementary ESL teacher, 20 June 2019). ESL and SERT should collaboratively track interventions, accommodations, and/or modifications given to the student; special things to note are dates and results (personal communication, elementary ESL teacher, 20 June 2019). If there is no or limited progress, further interventions will need to be considered (personal communication, elementary ESL teacher, 20 June 2019).

·       ESL teacher should ensure the SERT is aware of the STEP continua and explain that the supports the ESL teacher provides revolve primarily around English language acquisition: oral, writing, and reading skills (personal communication, elementary ESL teacher, 20 June 2019). After an Individual Education Plan (IEP) is created, it is important for the ESL teacher to know the special education supports in place in order to create a suitable language acquisition program that will consider the student’s strengths and areas that need improvement (personal communication, elementary ESL teacher, 20 June 2019).

·       If an ELL has an exceptionality, the ESL teacher and SERT should meet to discuss the student’s greatest learning difficulties (personal communication, secondary SERT, 20 June 2019). At the secondary school level, once an ELL has been identified, it is typically advisable for the ESL teacher to take the lead in supporting the student since they typically see the student on a daily basis because they teach them in a language class (personal communication, elementary ESL teacher, 20 June 2019). However, as the student begins to acquire more English language skills, more emphasis will gradually be placed on the student accessing direct support from the SERT; the SERT will always be working behind the scenes (personal communication, elementary ESL teacher, 20 June 2019).

·       SERT should be kept in the loop when the ESL teacher is communicating with the classroom teacher; the classroom teacher should be kept in the loop when the ESL teacher is communicating with the SERT (personal communication, elementary ESL teacher, 20 June 2019). This collaborative communication is necessary because each of the student’s teacher sees the student from a different perspective and can provide their expertise based on that perspective (personal communication, elementary ESL teacher, 20 June 2019).

·       If the student has a developmental exceptionality (in some cases non-verbal) and will require the student to access alternative programming, the student will come primarily under the scope of special education, but it is essential to keep communication open with everyone, including the student’s parents (personal communication, elementary ESL teacher, 20 June 2019). 

·       When the student is identified with an exceptionality, it is important for the SERT to meet with the ESL teacher to develop a list of strengths, needs, and accommodations; since the ESL teacher focuses more on language acquisition, the special education department can provide the student with more academic support (personal communication, secondary SERT, 23 June 2019).  Despite that fact, it is important to give the ELL student the option to continue to access the ESL department as much as they did prior to identification because they usually feel most comfortable there – familiar friends, staff, etc. (personal communication, secondary SERT, 23 June 2019). In this case the SERT can try direct assistance with the student, but for a while after their identification they may receive indirect SERT support through the ESL teacher / department (personal communication, secondary SERT, 23 June 2019).

·       SERTs and ESL teachers also collaborate very closely on OSSLT and EQAO assessments (personal communication, secondary SERT, 23 June 2019). Indeed, there is an ESL teacher and SERT on school numeracy and literacy committees; the ESL and special education department also have their students write provincial assessments and exams in the same space (personal communication, secondary SERT, 23 June 2019). 

·       An interesting barrier to special education support for students who have documentation for their exception is the documentation and translation itself (personal communication, secondary SERT, 23 June 2019). Indeed, the language that another culture uses to identify a student can be dramatically different than our culture (personal communication, secondary SERT, 23 June 2019). An example that a secondary school SERT came across was documentation identifying a child as “mentally retarded” rather than the proper identification of “ADHD” (personal communication, secondary SERT, 23 June 2019).

·       ELL students with an exceptionality will be eligible to receive accommodations and/or modifications that will assist them with not only their language needs (ESL), but also with their educational needs (special education) (Ministry of Education, 2017b, 49). 

·       The main differences between an IEP for a native English language speaker and an ELL student are “teaching the similarities and the differences within the language and across languages”; this is something that the ESL teacher should make note of to the SERT (Colorincolorado, 2014).

·       Supporting both the student’s language needs and their exceptionality should be considered when developing the student’s IEP (Ministry of Education, 2008, 46). 

file]. Retrieved from https://www.youtube.com/watch?v=xMJKHh1cL5I.

EduGAINS. (2015). STEP Steps to English Proficiency: A Guide for Users. Retrieved from 

http://www.edugains.ca/resourcesELL/Assessment/STEP/STEPUserGuide_November2015.pdf. 

HCDSB. (n.d.). Process of Psychological Assessment of ELLs. MS PowerPoint file. Received via 

email on June 20, 2019. 

Ministry of Education. (2007). English Language Learners ESL and ELD Programs and Services: 

Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12. Retrieved from http://edu.gov.on.ca/eng/document/esleldprograms/esleldprograms.pdf.

 

Ministry of Education. (2008). Supporting English Language Learners: A Practical Guide for 

Ontario Educators, Grade 1 to 8. Retrieved from http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf.

 

Ministry of Education. (2017). Special Education in Ontario: Kindergarten to Grade 12, Policy 

and Resource Guide (Draft). Retrieved from http://www.edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf.

 

OhioT2T Transition to Teaching. (2016, September 13). Special Education for English Language 

Learners with Disabilities [Video file]. Retrieved from https://www.youtube.com/watch?v=hcDzLdgnPPM.

Ortiz, Alba. (2007). “English Language Learners with Special Needs: Effective Instructional 

Strategies.” LD Online. Retrieved from http://www.ldonline.org/article/5622/. 

Robertson, Kristina. (2001). “How to Address Special Education Needs in the ELL Classroom.” 

LD Online. Retrieved from http://www.ldonline.org/article/19960/.

·       Some informal assessments that can carried out for the school team to develop personalized programing include KTEA and Key Math (personal communication, secondary SERT, 10 June 2019).

·       HCDSB has a three-tiered approach to supporting ELL students (HCDSB, n.d.): 

o   In tier one, the ELL student is monitored and completes assessments that are supported by the ESL teacher (HCDSB, n.d.). 

o   Tier two is considered when the ELL student is displaying no or minimal progress to tier one programming (HCDSB, n.d.). An SE 21 form is completed and a school team is created, including the ESL teacher, school admin, classroom teachers, Student Success teacher, and SERT, to support the ELL student (HCDSB, n.d.). In this tier, the classroom teacher will fill-out a Board developed “ELL/Special Education Tracking form” noting all of the student’s needs (HCDSB, n.d.). After the ESL teacher, classroom teachers, and SERT meet, a student specific intervention plan is created and shown to school admin and other team members for approval (HCDSB, n.d.). Once approved, the plan is carried out by specific team members, based on their defined roles; for secondary school ELL’s the student may also be eligible to write a KTEA or Key Math assessment (HCDSB, n.d.). The results of the newly developed interventions will be recorded and discussed by team members at a pre-determined date (HCDSB, n.d.).

§  The Board developed tracking form that is to be completed by the classroom teachers includes:

·       A list of interventions, accommodations, and modifications that the teacher has carried out; the teacher must also note the dates and context that these items were carried out, as well as the results. 

·       A list of signs of a ‘typical’ ELL and signs of an ELL who potentially has an exceptionality; classroom teachers are required to circle / highlight the statement that best applies to the ELL student.

·       Finally, it includes a list of: phonological skills, word reading skills, spelling, vocabulary, syntactic (grammar) skills, reading comprehension, and writing. The lists allow classroom teachers to understand what might be an indication of an exceptionality, as well as what future assessments can determine if it is simply a language acquisition issue or an exceptionality. These lists are to be used as a ‘look for’ guide for the classroom teacher to consider as the ELL student continues on their academic journey. 

o    Tier three is considered if the ELL student is still displaying no or minimal progress to the tier two interventions (HCDSB, n.d.). Another SE 21 form is to be completed that will allow individuals from the Board – such as itinerant staff (Special education, EA, CYC, etc.) – to get involved with the student’s programming (HCDSB, n.d.). Board team members will meet with the school team to discuss the ELL student’s progress (HCDSB, n.d.). Based on the ELL student’s needs, the Board staff will decide what course of action will benefit the student; this may mean that the ELL student gets an IEP without an exceptionality or has to take an educational or psychological assessment (HCDSB, n.d.). Intervention / monitoring is modified and continues with the goal of having the student show academic progress (HCDSB, n.d.).

·       Unless the signs of an exceptionality are readily apparent early on (e.g. physical disability), schools should typically wait about a year before determining whether they should consider the process of identifying an ELL student (Robertson 2001). Indeed, students need time to begin acquiring the English language, adjust to their new cultural setting, and overcome their “silent receptive period” (Robertson 2001).

·       One sign that an English Language Learner might have an exceptionality is due to a lack of progress through their personalized ESL programing (Ministry of Education, 2008, 45). For example, if the ELL student is not making the same progress as their peers who come from a similar upbringing (e.g. comes from the same culture, speaks the same language, and has a similar educational experience prior to arrival), then they might be a candidate for further educational interventions (Robertson 2001).  The STEP continua is an excellent resource to utilize / refer to when assessing an ELL to see if they may have an exceptionality (EduGAINS, 2015, 8). 

·       If signs of an exceptionality are present, it is necessary to put some learning intervention strategies in place to see how the student responds (Ortiz 2007). If the response is positive than it is likely not an exceptionality; if the result is not positive, there might be an underlying exceptionality that needs to be identified (Ortiz 2007; Robertson 2001).

·       Several learning interventions worth exploring and documenting, include: 

o   Providing assignment / learning task instructions in simple language;

o   Partner ELL with peer who speaks the same L1; 

o   Allow for hands-on learning experiences; 

o   Allow student to carry out some work in their L1; 

o   Chunk tasks into simple steps; and 

o   Additional time for tasks (Robertson 2001). 

·       When trying to assess an ELL student in their L1 it is important to look for inconsistencies, such as: 1) “mispronunciations of sounds” and 2) difficulties recalling information in their L1 (personal communication, elementary ESL teacher, 20 June 2019).

·       Build a partnership and gather information from parents about the child to find out:

o   If there are any hereditary health issues (e.g. physical, psychological, etc.);

o   If the child has experienced trauma; and 

o   Previous educational experience of the child and family. For example, what do their previous report cards indicate? (Robertson 2001; personal communication, elementary ESL teacher, 20 June 2019).

·       English Language Learners are just as likely to have an exceptionality as their peers (Ministry of Education, 2008, 43).

·       It is important to note that sometimes parents of ELL’s have had their children tested for an exceptionality, but they are not always willing to share the results, such as: non-agreement with the results, cultural beliefs, and holding a belief that the child will be thought of as ‘different’ by their teachers and peers (personal communication, secondary SERT, 10 June 2019). It can take more than four years for the ESL teacher and classroom teachers to catch on to the fact that an ELL’s learning difficulties stem from a diagnosable exceptionality (personal communication, secondary SERT, 10 June 2019).

·       These students receive support from ESL teachers and at some point the ESL and classroom teacher come to the realization that language is not the only barrier for this student, that indeed a learning disability or intellectual disability may be hindering their academic progress.

·       The learning disability of an ELL student would be apparent in both English and their L1 (OhioT2T Transition to Teaching, 2016).

·       It can be very difficult, especially early on, to identify whether an ELL language learner might also have an exceptionality because a language acquisition need may look similar to a LD (Ortiz 2007). Indeed, there may be over or under-representation of ELL’s identified with exceptionalities due to incorrectly assessing the student’s needs (Ortiz 2007).

·       Gaps in learning displayed by students with exceptionalities can appear quite similar to those displayed by English Language Learners (Ministry of Education, 2017, C7). This can make it difficult to identify previously undocumented exceptionalities in English Language Learners. 

·       Similar gaps in learning / behaviours displayed by students with exceptionalities and English Language Learners include: 1) difficulties “following directions”; 2) appears to get distracted easily; 3) poor memory; and 4) says things that are not appropriate (Ministry of Education, 2008, 44; Robertson 2001). Despite these similar behaviours, they likely have different causes (Ministry of Education, 2008, 44).