1.8 Resource Share by Rebecca Farrell [Staff] https://padlet.com/farrellr5/evgd39vlrk27zezk TELL York en-us 2021-01-29 14:31:21 UTC 2021-01-29 16:05:31 UTC hello@padlet.com Questions I still have: How can ESL teachers and school boards better address students who are ELLs and have special needs? Specifically, identifying older learners who are not progressing through the ELL program in a timely manner. How does one address the difficulty of separating language acquisition from underlying learning issues and past trauma? farrellr5 https://padlet.com/farrellr5/evgd39vlrk27zezk/wish/1141164213 2021-01-29 15:47:38 UTC https://padlet.com/farrellr5/evgd39vlrk27zezk/wish/1141164213 Five myths about ELLs and Special education farrellr5 https://padlet.com/farrellr5/evgd39vlrk27zezk/wish/1141170942 The two that most resonated with my questions were:

1. ELLs will get the kinds of support they need in a special education classroom.
Researchers note that more traditional interventions that help students with language-based learning disabilities often do not help students acquire proficiency in a second language. In fact, it can sometimes present additional challenges by limiting access to core curriculum and focusing on discrete skills taught out of context. This constricts language usage and can make it more difficult for ELLs to understand and retain information.

2.  Schools should wait a certain amount of time before assessing an ELL for special education services.
This strategy attempts to slow the overidentification of ELL students as having special needs.  Those policies don't consider the needs of students who may be struggling all of that time. Researchers point out that students have a better opportunity to be successful in school when they're identified sooner rather than later, and supported in culturally and linguistically responsive ways.



]]> 2021-01-29 15:48:57 UTC https://padlet.com/farrellr5/evgd39vlrk27zezk/wish/1141170942 The Over and Under Identification of ELLs in Special Education farrellr5 https://padlet.com/farrellr5/evgd39vlrk27zezk/wish/1141185721 Key Points:
Some schools stall the process for such a long period of time that when the referral and identification process finally occurs, it is too late to provide the types of interventions that would have helped the student the most effectively, if at all.

The educational needs of ELs require that we understand the diversity among our student populations and plan and deliver instruction that is tailored for the individual needs of this group.

The process needed to create a more effective means for identifying ELs with disabilities and, more important, for providing an instructional program that is effective for all ELs requires leaders to address the disproportionate representation of ELs in special education by using a multistep scale of response commonly referred to as Response to Intervention (RTI).

Formal testing (WISC-III) are heavily language based.


]]> 2021-01-29 15:51:51 UTC https://padlet.com/farrellr5/evgd39vlrk27zezk/wish/1141185721 Addressing ELLs’ Language Learning and Special Education Needs: Questions and Considerations farrellr5 https://padlet.com/farrellr5/evgd39vlrk27zezk/wish/1141209181 Before testing/referral to special education, you must have the following information:
  • Student background
  • Family background (health, education, trauma)
  • Process of acculturation
  • Tracking student work and behaviour over time
  • Is the learning disability evident in both languages

Try the following interventions:

  • Give ELL students access to the content by having them read multiple level readings (in English and in students' non-English languages) and other resources (brochures, websites, outlines, Powerpoints, podcasts, etc.) on the topic of study.
  • Write hints or reminders in the text. Analyze text structure of the materials read and highlight/bold key characteristics and content.
  • Use real life experiences when discussing the reading material.
  • Using Language Experience Approach / Shared reading/ Shared Writing across the content areas and grade levels to build on students’ linguistic resources and bridge to literacy.
  • Use manipulatives or hands-on materials and visuals to build content area schema and to support oral academic language development.
  • Use a tape recorder to play books on tape. Have students develop podcasts / recordings of their own dual language stories, memoirs, reports, etc.
  • Have students preview content visually, orally and through literacy (when available) in their non-English language before reading/learning about content in English. Actively invite students' languages and cultures into the classroom.
  • Explicitly teach study skills/habits, as well as effective ways of using educational resources and materials.
  • Use the student's name in instructional examples. And use culturally and linguistically relevant materials, books, as well as multicultural literature
  • Provide visuals to support academic work.
  • Encourage re-reading of tasks/instructions. Or, using multiple texts and other resources on the same topic to give access and to deepen comprehension and build vocabulary.
  • Provide more time to finish assignments/tests.

Answer the following questions before deciding whether or not testing is required:

  • Does documentation show limited or no progress or change resulting from instructional strategies, alternative instruction, or interventions?
  • Do ESL and/or bilingual staff support the position that the student is performing differently than his/her cultural peers?
  • What evaluation measures are most appropriate for this situation (even if those are different than what the district typically uses)?
  • What is our evaluation plan and parent communication plan?


]]> 2021-01-29 15:56:53 UTC https://padlet.com/farrellr5/evgd39vlrk27zezk/wish/1141209181 Consider Culture Before Referral of Culturally and Linguistically Diverse Students for Special Education Services farrellr5 https://padlet.com/farrellr5/evgd39vlrk27zezk/wish/1141227192 Important cultural factors that affect teaching and learning need to be examined, for culture may be more influential than language in obtaining educational achievement. 

In interpreting student behaviors, teachers must look at the three cultures in the classroom:
1) the culture of the student (i.e., values and beliefs students bring to the classroom)
2) the culture of the school (i.e., existing values, expectations and practices)
3) the resulting culture in the classroom (i.e., students’ practices intersecting with school practices)
 
Students must learn the language of instruction and the content at the same time, as well as learn to participate in the classroom community. As a result, academic competence may be compromised by students need to develop social competence
 
Transformation occurs when students and teachers cultural assets are combined in a community of learners. Instead of top-down teaching, the teacher connects with students to find the best answers to student driven topics. The teacher facilitates success through a variety of activities to explore academic discourse (e.g., Socratic seminar or “dinner party” where students role play different characters), and participant structures (e.g. whole class, small group, one-on-one, fishbowl). Teachers also balance activities rooted in individualism (independent tasks) and collectivism (e.g., buddy reading, choral reading, cooperative learning groups, Think-Pair Share, Phone a Friend options).

Obtaining the label is not the goal, but discovering the environment (including type of instruction) in which the student is most successful is.
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