Week 9 HW PART 1 GROUP7 by Peggy Kwek https://padlet.com/peggykwek/au2wnd267alwstud KWHLAQ CHART en-us 2023-04-11 00:18:30 UTC 2023-04-15 11:13:36 UTC hello@padlet.com Peggy Kwek peggykwek https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550020777 The international school environment school has very diverse, unique and rich cultures consisting of students from all over the world with different races, religions and ethnic groups.  It is hard to assess and balance the needs of every student and most of the time challenging to tell the needs of an EAL vs LS.
 
There will always be inequalities in any school system esp students with learning disabilities or with English barrier but as EAL specialist, we must do out utmost best to ensure fair and non-bias treatment and assessment for all students in our care.  And we must make sure we have a proper and systematic way of assessing a student so that they will not be misdiagnosed or an unfair placement due to lack of standards in the school 
]]> 2023-04-11 11:30:52 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550020777 Peggy Kwek peggykwek https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550021034 How to offer a fair assessment where LS students can be identified from EAL students?]]> 2023-04-11 11:31:15 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550021034 Peggy Kwek peggykwek https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550021966 by a EAL specialist or teacher who raise a red flag about a unique or abnormal learning pattern or challenges of a current EAL students
 
by referral from another teacher to seek assistance for a student in need.  conduct assessment, meet with relevant teachers, principals, counselors, etc and suggest best intervention strategies for this student.


]]> 2023-04-11 11:32:36 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550021966 Peggy Kwek peggykwek https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550027381 EAL students generally have problems with phonetics and having challenges when attempting to do so in writing and speaking English which invertedly affect their academic success.  LS students inherits more complexity as compared to the EAL students.
 
supporting EAL students is a long and daunting task and assessing LS students from EAL will require full collaboration from personnel/teachers in various departments. e.g teacher, Head of Year, counsellors, principals, psychologist, student support specialists, etc.
]]> 2023-04-11 11:38:46 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550027381 Peggy Kwek peggykwek https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550027766 What can we do to help EAL students master core content and skills and for LS students too 

can we combine both EAL and LS students in a classroom but using different teaching strategies and assessment criteria?

]]> 2023-04-11 11:39:16 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550027766 Peggy Kwek peggykwek https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550031485 Screen for Language and Literacy challenges, monitor progress and support EAL who are struggling and flag out LS students who needs further help to the relevant teachers for early interventions.

create two different procedures for assessing and supporting EAL and LS students.]]> 2023-04-11 11:43:32 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550031485 Peggy Kwek peggykwek https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550040211 “A Day in the Life at an English School for Learners with Special Educational Needs.” TeachingEnglish, 2017, www.teachingenglish.org.uk/professional-development/teachers/inclusive-practices/articles/day-life-english-school-learners. Accessed 11 Apr. 2023.
‌
“Educating English Language Learners.” American Federation of Teachers, 2 Sept. 2020, www.aft.org/ae/fall2018/august. Accessed 11 Apr. 2023.

"Identifying and supporting English learner students with learning disabilities: Key issues in teh literature and state practice" Elizabeth Burr, Eric Haas, Karen Ferriere, WestEd. July 2015.


]]> 2023-04-11 11:51:03 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550040211 Ian McEwen https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550072342 "There are a lot of myths and misconceptions about services and supports for students who are learning English" Breiseth, Colorín Colorado

Many years ago when I first a started working as a homeroom teacher, I remember having concerns about some of my struggling emergent bilingual students. They just weren't picking up English as quickly as I thought they 'should'. It was more convenient to think "Maybe there's another issue with Yumin. Should I refer her to LS?" than to reflect "What more can I do for her?". Over the last decade, I have learned how small a chance it is that a struggling English learner has learning difficulties.

Things I know:

Many international schools have a system in place for HR/content teachers to refer students of concern for LS evaluation

Learning support is not an appropriate substitute for English language support

]]> 2023-04-11 12:20:16 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550072342 Ian McEwen https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550073982 Is there any one assessment/screener that is able to identify EAL vs LS needs?

What to do when parents aren’t supportive of the LS evaluation process?

Are there times when co-teaching (LS & EAL teacher) is appropriate?

At what point in a struggling English learner's timeline is a referral warranted? 
]]> 2023-04-11 12:21:15 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550073982 Ian McEwen https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550083633 Gather as much information about the students’ education experience and skills in their native language as possible

Compare data from the student’s most recent English language proficiency assessments

Psychological evaluation in L1 by outside source, if necessary

Student Review meetings with all educational stakeholders

]]> 2023-04-11 12:29:37 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550083633 Ian McEwen https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550190602 Some schools use subjective policies that determine when to test an ELL student for special education services (Understood, 2022). They may involve the interpretation of various factors such as the student's language proficiency, academic performance, and cultural background. Many of these policies are put in place to avoid overidentification.

Hayaman et al. state the "most significant reason for the tendency to overidentify ELLs as in need of special education is that the assessment of proficiency and its manifestations among ELLs is fraught with difficulty.]]> 2023-04-11 13:45:23 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550190602 Ian McEwen https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550191874 - Myths About English Language Learners and Special Education | Understood (2022)

-  Klingner, J.K. (2015). Distinguishing language acquisition from learning disabilities, NYC
Department of Education, pp. 1-10. (Available in Schoology)

-Reasons for the Misidentification of Special Needs among ELLs | Colorín Colorado (colorincolorado.org)

Ashley Nation's Week 9 book club presentation - Assessing Learning Issues Related to Multilingual Learners]]> 2023-04-11 13:46:13 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2550191874 Rebeca Lozano rebecalozano4_1 https://padlet.com/peggykwek/au2wnd267alwstud/wish/2551842121 In the last 12 years, I have taught Spanish as an additional language in 4 international schools. I have taught from grade 1 to grade 12. I know now that: subject teachers might wait too long to take out our red flags. We might think that if the class teacher/core subject teacher has not done a log entry about Jonh's handwriting, I might be exaggerating. am I questioning my colleagues? These types of fears exist and are real. (I particularly remember a student in grade 8, with a clear case of dysgraphia and was never tested diagnosed until I pointed out (8 years of schooling) I also know that not allowing EAL learners to take another additional language as Spanish was detrimental for EAL students and the poor message for multilingualism advocacy in an international school. I also know that all four schools' EAL was/is included in the Learning support department. I wonder why there is a LANGUAGE department and no segregation of languages. I am happy that my school is: Students services. ]]> 2023-04-12 16:02:50 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2551842121 Rebeca Lozano rebecalozano4_1 https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552272136 I would like to know which kind of activities we can support better students with learning challenges, in HS who weren't in LS in their previous years of schooling. 
How do we educate support parents to support and embrace their child's challenges?

]]> 2023-04-13 00:26:51 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552272136 Patrisha Torres torresp3 https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552610914 It is particularly challenging to identify if language learners have learning disabilities.There are many things at play when determining learners’ needs (culture, background, immersion, student motivation and engagement, etc). These contributing factors are oftentimes overlooked, resulting in mislabeling of ELLs. For instance, I have a Japanese student who just shut down and was barely making any progress in his classes. I’ve always wondered if there are deeper underlying issues that require LS intervention. His other teachers and I were oblivious to the fact that his loss of motivation was due to his only Japanese friend in class leaving the school and the country in the middle of the school year. This possible mislabeling could lead to failure to provide language learners’ specific linguistic, literacy, and academic needs.]]> 2023-04-13 05:19:48 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552610914 Patrisha Torres torresp3 https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552611480 I want to know more about specific materials, strategies, and practices that the administration and teachers alike could adopt to improve how we distinguish, identify, classify, and support both EAL and LS learners.]]> 2023-04-13 05:20:16 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552611480 Patrisha Torres torresp3 https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552612066 • Develop collaboration and shared responsibility with the learning support team. Share protocols and best practices.

• Engage on further reading and research about when multilingual learners may need additional support.

]]> 2023-04-13 05:20:51 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552612066 Patrisha Torres torresp3 https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552612720 “In many situations, students are actually succeeding, even though it doesn’t look like success to their teacher” (Breiseth, 2022). This line struck me because it encapsulates the exact reason why us teachers need to shift from a deficit-based lens/mindset to an asset-based one. Our EAL and LS students are not problems to be fixed - they all have individual and unique strengths they bring to the table. This reminds me of a group of EAL students I had a year ago who were brave enough to speak up and advocate for themselves because they feel like their teachers have this fixed mindset that they can never be as good as their other native speaker peers - resulting in their class activities and assessments always being modified and simplified. Just because some students are moving at a slower pace compared to their peers, doesn’t mean that they have a learning disability. Breiseth (2022) emphasizes that immediately placing them in a special education class doesn’t necessarily help them succeed (overidentification). But being unresponsive to their needs and struggles could also lead to learners not receiving help and support when they need it the most (underidentification). Therefore, it is crucial for schools to have appropriate and research-based referral/evaluation policies and a wide range of practices and services in place. In addition to this, a collaborative and open relationship between EAL and LS/SPED professionals where all can build on each other’s expertise is something that should be prioritized and continually worked on.]]> 2023-04-13 05:21:28 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552612720 Patrisha Torres torresp3 https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552613361 1) Based on Myths About English Language Learners and Special Education | Understood, 2022:

Partnership between EAL and LS teams to help interpret data accurately.

Provide opportunities for teachers and staff to know more about the difference between our LS and EAL learners, support, and services.

“Closely monitor student progress to determine the most appropriate course of action for students”.

Reach out to and build relationships with multilingual families.

2) Based on Educating English Language Learners | AFT, 2018:

“Ensure that students with varying levels of English proficiency can access their academic content, strengthen their literacy skills, and engage with and learn from their peers”

Devise and advocate for professional development opportunities for all classroom teachers to receive proper training on assessing EAL/LS needs, providing specific and differentiated support, and managing student behavior and learning difficulties.

]]> 2023-04-13 05:21:59 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552613361 Patrisha Torres torresp3 https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552614350 • How do we effectively assess learners in their first language when screening and standardized tests are done in English?

• Is one to seven years really the best time frame to assess an English language learner for special education?

• It was established that not all practices deemed effective for English-proficient learners are effective for ELLs and vice versa. How does this come into play in the discussion of whether EALs should be part of their mainstream English classes or pulled out into a separate sheltered English class?

]]> 2023-04-13 05:22:58 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552614350 Patrisha Torres torresp3 https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552618900 • Educating English Language Learners | AFT (2018)
• Myths About English Language Learners and Special Education | Understood (2022)
• Viewing: Ashley Nation's Book Club Presentation on Assessing Learning Issues Related to Multilingual Learners]]> 2023-04-13 05:27:04 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552618900 David Torrance https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552651626
  • How do we assess students in their native language to determine whether they have an potential LD when the school is English immersion and actively insists on an assessments being in English?
  • How do we effectively advocate to the SLT to provide more support structures and training for teachers so that they are able to not only support language acquisition but also to help refer students if they believe they have a LD. 

    • ]]>     2023-04-13 06:00:51 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552651626     David Torrance https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552651960
  • Reach out and spend more time with teachers in the department I currently work in to help provide more personalised support for challenges they find ELL’s have so that we can support them more effectively.
  • Reach out to colleagues to schedule time to discuss and see practices that they find effectively in supporting ELL students.

    • ]]>     2023-04-13 06:01:15 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552651960     David Torrance https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552652308
  • The development of legislation, attitudes and educational practices has made positive steps in regard to ELL’s and the possibility of them having a learning disability. The education community in the United States have largely been encouraged to move towards an approach that supports students as much as possible in their language acquisition journey instead of immediately considering a ELL may have a LD because they are not moving along as quickly as their more fluent peers. 

    • ]]>     2023-04-13 06:01:37 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552652308     David Torrance https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552652637
  • Discuss with the SLT the current procedures and systems that exist in order to determine whether an ELL has a LD.
  • Survey colleagues on a voluntary and anonymous basis to determine the level of support that is currently provided by teachers across the school. Work with EAL specialists to develop supports that could be used by any and all teachers to help students with language acquisition.

    • ]]>     2023-04-13 06:01:59 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552652637     David Torrance https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552652886
  • How can we improve our school communities to help better identify if a ELL has a learning disability?
  • How are we able to develop a more consistent and thorough system to ensure all teachers are affording all possible supports to ELL’s to help them in their language acquisition journey?
  • How are we able to build better relationships with ELL’s, their families and the school so as to help ensure that students backgrounds and cultural experiences are understood sufficiently enough to support the student?

    • ]]>     2023-04-13 06:02:16 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552652886     David Torrance https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552653233
  • Identifying students who are still developing their mastery of English as having a learning disability is incredibly difficult due to misconceptions of natural stages in language acquisition being misidentified as a learning difficulty. The aforementioned is impacted by a variety of factors, but not least that teacher education regarding teaching ELL’s is 
    • not always a developed as it could be.

    ]]>     2023-04-13 06:02:32 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552653233     David Torrance https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552655736 Klingner, J.K. (2015). Distinguishing language acquisition from learning disabilities, NYC
    Department of Education, pp. 1-10.

    Orosco, M. J., Almanza de Schonwise, E., de Onís. C., Klingner, J.K. & Hoover, J.J. (2016).
    Distinguishing between language acquisition and learning disabilities among English learners
    in Why do English learners struggle with reading?: Distinguishing language acquisition from
    learning disabilities, pp. 7-23
    ]]>     2023-04-13 06:04:53 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2552655736     Erica Raines erica_raines https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553226766 I know how difficult it is to decipher learning disabilities especially working with a community who associates learning disabilities with family shame. I know that diagnosing a student with learning disabilities to properly support them takes a village in terms of testing, collaboration between the school and families, and collaboration between content teachers and specialists. When one of these pieces is missing it can make it incredibly difficult to figure out how best to create opportunities for students to be successful.  My current school is in a country where testing for learning disabilities is scarce and often not supported by the parents. Often times these students are put in the Language Acquisition classes because we provide scaffolded content. I know that: 
    - EAL classes do not replace directed learning support  
    - Equating EAL and learning disabilities creates a deficit view of both student populations  
    - Determining learning disabilities within an EAL population can be tricky especially with the absence of a strong learning support team and testing ]]>     2023-04-13 13:53:34 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553226766     Erica Raines erica_raines https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553232899 -How can we educate parents on learning disabilities and how diagnosis can support student learning?  
    -How can we identify misunderstandings that may be causing an EAL student to be classified as LD? 
    -What structures can international schools put in place to better communicate LD with teachers and strategies to support/scaffold? ]]>     2023-04-13 13:57:52 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553232899     Erica Raines erica_raines https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553240736 -Speak with local colleagues to better understand the culture's perspective on disabilities. Ask them how traditional views on disabilities is changing and how we can promote conversations on inclusivity at our school and with parents.  
    -Shift from deficit thinking to an assertive view of EAL students. Promote the idea of language repertoire through mini-pds and coaching sessions with content-area teachers.  
    -Discuss concerns and highlight successes of current systems to share ILPs with teachers. How might this system be streamlined to springboard strategies that work for specific students? ]]>     2023-04-13 14:03:25 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553240736     Erica Raines erica_raines https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553251996 My biggest takeaways from my readings this week were: 
    -structures are KEY. Without accountability and connections to culturally - relevant/ SEL, initiatives to support MLs are not sustainable (Auslander Yip, 2022).  
    -inadequate learning opportunities are often mistaken for LD (Klinger)  
    -understanding basic misconceptions about language learning can help deter misdiagnosis (Klinger) 
    -frequent data collection and collaboration can help to support MLs and LDs (Auslander Yip 2022) 
     
    = If a school seeks to foster success for all students, it begins by creating interdependent systems that are "resilient, self-organizing, and interconnected" (Aus Yip 2022) ]]>     2023-04-13 14:11:18 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553251996     Erica Raines erica_raines https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553259177 -Collaborate with my team to find ways to educate students on disabilities and inclusion. Use these sessions with students to springboard conversation with their parents. Perhaps hold a Parent Coffee Event that is held my students to promote inclusion  
    -Educate my team about misconceptions between EAL and LD (Klinger). Discuss how we differentiate between the two with our Learning Specialist.  A guest invite to this department meeting would be a great addition.  
    -Review the school Inclusion Policy to see what structures the school currently has in place to support students. Recommend a survey be sent out to teachers at the end of the year to give feedback on the LS process. ]]>     2023-04-13 14:16:14 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553259177     Erica Raines erica_raines https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553261614 -What do successful learning support structures look like?  
    -What strategies can teachers use to support long term language learners? ]]>     2023-04-13 14:18:00 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553261614     Erica Raines erica_raines https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553264801 Ashely Nation's Week 9 Presentation 
    Auslander, L. & Yip, J. (2022). Schoolwide systems for multilingual learner success: A roadmap for leaders.
    Eye on Education, Routledge.
     
    Klingner, J.K. (2015). Distinguishing language acquisition from learning disabilities, NYC Department of Education, pp. 1-10.


    ]]>     2023-04-13 14:20:09 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553264801     Rebeca Lozano- Collaboration rebecalozano4_1 https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553591090 - Firtslyt, I will find out how to support better my students firstly by putting aside some of the myths around SEN students and their effects on the dynamic of the Mainstream classroom. Myths like " I do not have the training, I am not a psychologist, etc". To be able to make a difference in our learners, we first need to believe in our learning capacity Also, how even if we have managed our classroom in a way for years and now we receive engaged students still, we will be learners on the way to our SEN students' Journey. We all learn by doing. Collaboration and "sacred" spaces and time for collaboration should be assumed. Collaboration between content teachers, world language teachers and SEN specialists and sharing our deficiencies in pedagogical approaches are the key to create an ecosystem of learning where learning is a network individuals. etc. 

    ]]>     2023-04-13 18:45:26 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553591090     what I put in my backpack ;) rebecalozano4_1 https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553600043 After the reading, I have learned that action should be taken as soon as possible to tackle the matter of INCLUSION in international schools, either being ethnic, lingüsitic inclusión or construction of a more settled and real sense of community. ]]> 2023-04-13 18:55:08 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553600043 Collaboration vs Cooperation rebecalozano4_1 https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553601503 1- Conversations with other language teachers, SEN specialists and content teachers should be our "·daily menu". However, this is becoming increasingly difficult in school so I will find spaces for informal conversations with specialists and small conversations about students of concern. This might require us to visit our privacy policies which sometimes go against more than in favour of the growth of learners.
    2- I will do my best to introduce the concept of cooperation vs the concept of collaboration, as there is a little twist on how we will end up supporting our learners. COOPERATION by definition, is the process of working together to the same end, our end is not just collaborating our aim will be cooperating.
    3-School needs to revisit what is behind "hiding" students who go to EAl classes, followed by SEN specialists. I still feel that in my classes (Spanish ), I can not ask Who is in EAL? i can see students faces as shamed.
    4- The teacher (I) need to be proactive to narrow the fast-opening gap of change in our communities. ]]>     2023-04-13 18:56:35 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553601503     Pregunta rebecalozano4_1 https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553616792 is it enough to have professional development about strategies for SEN to say they are huevos cocidos?
    2- How SLTs, Administration understand the importance of supporting multilingual when most SLTs in international schools are not multilingual/ bilingual? 
    3- How can we get the world language teachers, EAL, and English teachers to cooperate?
    4- Where do we place the concept/ idea of moderation? I question if all teachers have the same understanding of proficiency, standards and criteria to assess students' performance to gather reliable data.  Does the same "product" of a student leads to the same conclusions by different teachers? 
    5- Why is there reluctance in schools to create one language department? ]]>     2023-04-13 19:13:07 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553616792     Rebeca Lozano rebecalozano4_1 https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553627574 My references: 
    1- Myths About English Language Learners and Special Education | Understood (2022) 
    2- Out With the Old Medical Models, In With a New Ecological Response (Rojas, 2023)
    3- Up Discussion.ASHLEY N SCHOOLWIDE SYSTEMS A ROADMAP


    ]]>     2023-04-13 19:24:18 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553627574     Ian McEwen https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553664154 Are there times when co-teaching (LS & EAL teacher) is appropriate?

    Is there a best time frame to assess English language learners for special education needs?

    How do we effectively assess learners in their first language
    when screening and standardized tests are done in English?]]>     2023-04-13 20:08:30 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553664154     Ian McEwen https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553692070 Communicate, communicate, communicate!!!
    1. I will communicate more with the LS department. When EAL and LS professionals work together, they can provide a more comprehensive and tailored approach to support students' learning needs. This collaboration can lead to improved academic performance and progress, as students receive the necessary support in their language development and learning needs.

    2. I will communicate more with the HR/content teachers about professional development opportunities. EAL advising professional development can also provide homeroom teachers with new strategies and techniques for teaching EAL students. These strategies can help them adapt their instruction to meet the needs of EAL students, which can improve overall learning outcomes.

    3. I will communicate more with the parents of our English learning students. Communication between EAL teachers and parents can help identify any issues or concerns that may be impacting the student's learning. This can include difficulties with the English language, cultural differences, or issues with socialization. By addressing these issues early on, EAL teachers can help ensure the student has a successful learning experience.]]>     2023-04-13 20:47:51 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2553692070     Lilla Dobi https://padlet.com/peggykwek/au2wnd267alwstud/wish/2554327977 As a teacher with only 2 years of experience in teaching I can tell that so far, I have faced many unexpected challenges in my career. Especially having students with special needs/ Autism Spectrum Disorder.  
    I have a few things I know about children with special needs.
    1. There is no pre-made formula to use to teach them.
    2. They are unique with unique needs. 
    3. Teachers should have a special toolbox full of techniques for students with special needs. ]]>     2023-04-14 08:55:54 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2554327977     Lilla Dobi https://padlet.com/peggykwek/au2wnd267alwstud/wish/2554335034 I would like to know more about educating students with special needs regarding autism/autistic features. I am especially interested in the teaching methodology what should be applied when teaching children with special needs. ]]> 2023-04-14 09:05:09 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2554335034 Lilla Dobi https://padlet.com/peggykwek/au2wnd267alwstud/wish/2554338363 First, I will read the literature of Special Education. 
    Then, I will have meetings with the Special needs support teacher in my school and discuss methods and techniques which can be used in my lessons and with my students. 
    If possible, apply for PD course about teachings students with special needs. ]]>     2023-04-14 09:08:16 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2554338363     Lilla Dobi https://padlet.com/peggykwek/au2wnd267alwstud/wish/2554355742 After my reading and viewing, my biggest takeaway is that how important collaborative work is in schools. It is sometimes neglected but should be kept up-front. If teachers can work collaboratively(E.g. co-teaching, ELA support, special needs specialist support etc.), it will help students' performance and skills development. Collaboration among the school community must be treated as priority for teacher and student success. ]]> 2023-04-14 09:31:38 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2554355742 Lilla Dobi https://padlet.com/peggykwek/au2wnd267alwstud/wish/2554358644 I will communicate with my colleagues even more about my students performance. 
    I will ask more questions in ELA meetings regarding my concerns. 
    I will apply for more PD courses to keep myself up-to-date. ]]>     2023-04-14 09:35:43 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2554358644     Lilla Dobi https://padlet.com/peggykwek/au2wnd267alwstud/wish/2554363493 How can I ensure that my message is conveyed in meetings?

    What is the most convenient technology to have online co-planning sessions? ]]>     2023-04-14 09:42:29 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2554363493     Lilla Dobi https://padlet.com/peggykwek/au2wnd267alwstud/wish/2554365091 Assessing Learning
    Issues Related to
    Multilingual Learners

    Ashley Nation
    IAML, Spring 2023
    Week 9 Book Club Presentation

    A day in the life at an English school for learners with Special Educational Needs
    https://www.teachingenglish.org.uk/professional-development/teachers/inclusive-practices/articles/day-life-english-school-learners]]>     2023-04-14 09:44:53 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2554365091     Kim LaBaw https://padlet.com/peggykwek/au2wnd267alwstud/wish/2555254483 We know that there can be a lot of difficulty in designating students EAL and LS. Some schools make the decision to place MLs in LS from the start, while others wait up to a year to monitor and make the decision. We also know that there is still so much stigma attached to being in learning support or special education, so it’s important for schools to take that into consideration; we don’t want to increase students’ stress and anxiety. Lastly, we know that students’ ELP can’t be the only determinant in deciding if a student has a disability.]]> 2023-04-15 11:04:03 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2555254483 Kim LaBaw https://padlet.com/peggykwek/au2wnd267alwstud/wish/2555254931 What is the best way to train classroom teachers/content teachers about the different strategies they can incorporate into their lessons to better support both MLs and LS students?]]> 2023-04-15 11:05:56 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2555254931 Kim LaBaw https://padlet.com/peggykwek/au2wnd267alwstud/wish/2555255376 I can find out by collaborating with my learning support/EAL colleagues, as well as incorporating student voice. Asking the students about what works best for them and their learning; taking that to discuss what could be used for a larger group vs. the individual.]]> 2023-04-15 11:07:03 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2555255376 Kim LaBaw https://padlet.com/peggykwek/au2wnd267alwstud/wish/2555256190 I have learned from my readings that there are four potential factors in the misidentification of learning support or special education needs. According to Ch. 6 of the English Learner Toolkit, the four factors are: 1) Evaluator’s lack of understanding of second language development with disabilities, 2) poor instructional strategies, 3) weak intervention strategies, 4) inappropriate assessment tools. In addition to this, information from the Hardach (2023) article opened my eyes to the realization that someone with dyslexia can struggle with reading and writing in English, but be above level in reading and writing in a different language. I found that fascinating. ]]> 2023-04-15 11:10:17 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2555256190 Kim LaBaw https://padlet.com/peggykwek/au2wnd267alwstud/wish/2555256599 I will advocate for appropriate training for school leaders and content teachers within the school. Referring students appropriately and also doing my part in making sure the ILPs are being understood and followed by all stakeholders. ]]> 2023-04-15 11:12:00 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2555256599 Kim LaBaw https://padlet.com/peggykwek/au2wnd267alwstud/wish/2555256678 How can we get content teachers to be a part of the process–primarily in supporting students appropriately?

    Why do some schools wait to place students, or place students right away prior to evaluating?]]>     2023-04-15 11:12:20 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2555256678     Kim LaBaw https://padlet.com/peggykwek/au2wnd267alwstud/wish/2555257047
    Hardach, S. (2023). How dyslexia changes in other languages - BBC Future

    Reasons for the Misidentification of Special Needs among ELLs | Colorín Colorado (colorincolorado.org)

    Chapter 6 Tools and Resources for Addressing English Learners With Disabilities (ed.gov) (2016, 22 pp.)

    ]]>     2023-04-15 11:13:36 UTC https://padlet.com/peggykwek/au2wnd267alwstud/wish/2555257047