Daisy Azpeitia- Chapter 6: Addressing English Learners with Disabilities by Daisy Azpeitia

Point 1: It talks about how important it is for schools to distinguish between language acquisition challenges and disabilities (Ch. 6, p.1-p.2)

azpeitiadaisy1 — 2025-09-03 02:59:56 UTC

My Take: I as a teacher must ensure that students are not misidentified just because they are learning English. When a child is being misidentified it can be harmful to them and might be placed in special education when all they really need is targeted language support. As a teacher I might need to gather sources such as classroom observations, family input to avoid being identified.

Point 2: On page 3, they mention that evaluators need to be trained when conducting the evaluation and interpret results. All assessments should be culturally and linguistically appropriate. (Ch.6, p.3)

azpeitiadaisy1 — 2025-09-03 03:37:42 UTC

My take: When children are being tested the assessments should be culturally and linguistically because these assessments should be based on what a child knows and not punishing them for speaking limited English. I think that when children are being evaluated and sometimes speak limited English, they should be given an interpreter and provided with documents that are translated into their home language.

Point 3: On page 5, they talk about policy recommendations and when coordinating policies, you need EL and special education professionals to work together when planning supports. (Ch.6, p.5)

azpeitiadaisy1 — 2025-09-03 03:53:29 UTC

My take: When considering policies, I think that collaboration as a team is necessary to ensure that children are getting consistent support across settings.

Point 4: IEPs must address both language development and disability-related needs. (Ch.6, p.6)

azpeitiadaisy1 — 2025-09-07 23:50:51 UTC

My Take: For some educators it can be difficult to differentiate language and literacy acquisition from disability. I would say that when it comes to IEPS it is important that as an educator that the goals we set for the students are inclusive for both areas of success. As an educator when we know each student's difficulties, educators can find the most appropriate and effective teaching and learning strategies to use.

Point 5: Illustrates a table about the learning behaviors that students might exhibit in class and corresponding indicators. Indicators represent if the behavior is language difficulty or potential learning disability. (Ch.6, p.6-7)

azpeitiadaisy1 — 2025-09-08 00:25:56 UTC

My take: As an educator, when you are given a table that shows learning behaviors that students might experience in the classroom, you as an educator need to look at the indicators carefully. When you determine the student's difficulties they are experiencing, you as an educator need to select which is the most appropriate and effective teaching and learning strategies you will be using.

Point 6: Students may struggle with reading comprehension because limited English vocabulary and background knowledge, and these skills can improve over time. (Ch.6, p.8)

azpeitiadaisy1 — 2025-09-08 00:56:23 UTC

My Take: This point matters because I need to carefully whether a child's reading struggles are due to second language acquisition or to a deeper learning disability. Recognizing the difference can help a lot when providing the right interventions.

Point 7: In developing an IEP for a student with limited English Proficiency, a team must consider the child's level of English Proficiency in listening, speaking, reading, and writing, as well cultural and linguistic factors. (Ch.6, p.11)

azpeitiadaisy1 — 2025-09-08 01:18:12 UTC

My Take: This point matters because an IEP needs to address both language and disability needs. As a teacher, it is important to have an IEP team where you have a general ed, special ed, and EL specialist to collaborate with them and have interpreters for families to understand what the IEP goals are for their child and how to implement it.

Point 8: The CRDC provides school and district level data on enrollment, services, and equity issues, disaggregated by race/ethnicity, sex, EL status, and disability. (Ch.6, p.13)

azpeitiadaisy1 — 2025-09-08 01:33:42 UTC

My Take: This point matters because as a teacher I can use CRDC data to understand whether ELs with disabilities are receiving fair access to programs and services compared to their peers. The data can help schools find patterns of inequity.

Point 9: CRDC data provides pie charts, bar charts, and detailed tables that show how ELs including those with disabilities are served under IDEA or Section 504. These allow educators to spot inequities in enrollment and services over time. (Ch. 6, p. 14)

azpeitiadaisy1 — 2025-09-08 01:53:52 UTC

My take: This point matters because having a clear, disaggregated data on ELs with disabilities helps me understand if they are receiving equitable access to support and guides.

Point 10: Decisions about accommodations should be based on each student's needs and documented in the IEP or 504 plan. Accommodations should reduce the effect of disability in learning. (Ch. 6, p.15)

azpeitiadaisy1 — 2025-09-08 02:11:42 UTC

My Take: This point matters because as a teacher, we need to make accommodations that are purposeful, individualized, and consistently applied.