https://padlet.com/thomas2518/n5k5l3h06vmvbmsk Topic: Emergent Bilinguals in Special Education Programs en-us 2022-02-21 19:23:11 UTC 2022-02-22 00:26:13 UTC hello@padlet.com thomas2518 https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059325401 This article focuses on emergent bilinguals who need support within the classroom, with a specific learning need, with the guidance of CUNY-NYSIEB. CUNY-NYSIEB is a collaborative project with team members that are from the research institute for the study of language in urban society.A program that can help emergent bilinguals with their learning needs is an Individualized Education Plan (IEP.) This resource can help emergent bilingual students who need support in their language development and have the right type of advocacy that can be given to them. This company as well discusses the main principles of the support of emergent bilingual with IEPS, as well as supporting emergent bilinguals with IEPS on a school wide level, and inside the classroom.]]> 2022-02-21 20:10:45 UTC https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059325401 thomas2518 https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059357058 This article contains relevant information to emergent bilinguals in special education involving students who have disabilities. Educators in the bilingual and special education system need to recognize the issues that are faced by emergent bilingual students who have disabilities. The article discusses the misconceptions emergent bilinguals and that there are a lack of linguistic and cultural educational policies and instructional practices. Educators are shown to reflect on different views that can effect their professional practice as well as, engaging and evaluating programs to make sure the right curriculum and instruction is provide to emergent bilinguals with disabilities. Overall, this article wants educators to focus on strategies to get rid of institutional practices and policies that can place students at risk of failure.]]> 2022-02-21 20:44:47 UTC https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059357058 thomas2518 https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059385280 In this text, the article discusses in depth three myths that connect to English language learners as well as special education. The first myth talks about labeling an ELL with a learning disability, at least they will get help. This is shown as a myth because it is an incorrect label they would be using for an emergent bilingual if they do not have a special learning need. The second myth is that, waiting five to seven years for ELLs to develop their English language skills before language can be ruled out of a cause for the student's difficulty. This is not true because a student should not be withheld from any support services that the student might need in the future. Lastly, the third myth is when an ELL is shown to have a disability, the instruction should only be in English so the student is not confused. This as well is shown to be false because students with speech, language, and learning impairment can become fully bilingual. Overall, these myths are important to understand because, these myths keep ELLs from learning English in correct instructed way. ]]> 2022-02-21 21:16:09 UTC https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059385280 thomas2518 https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059426951 This resource gives us guiding strategies and tips to know about ELLs in special education and connecting with their families. It discusses how important student's families are connecting and communicating with teachers. It shows to be beneficial from cultural and linguistic experiences that families can bring to school communities. One important factor is the expectations of school, and how educators need to make sure they are communicating regularly to all families to make sure each student is on track in school. Another factor is cultural perspectives about disability and how different cultures can have different definitions, viewpoints, and expectations on disabilities. The third factor is revolved around language and how families of ELLs have the legal right to retrieve school documents and meetings that are in their home language. The last factor talks about immigration concerns and how someone in an ELLs family can have an immigration status and are not documented U.S residents or citizens. These factors are important to understand as an educator because, an emergent bilinguals family is essential to communicate with so that the family understands what learning needs the student must be supported with.]]> 2022-02-21 22:10:32 UTC https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059426951 thomas2518 https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059447454 This letter discusses the needs of emergent bilinguals with disabilities in the state of New Jersey. The letter shows suggestions on how the state can improve their programs with emergent bilinguals in special education. One policy listed for a suggestion is, to measure the extent to which a student with limited English proficiency has a disability and needs special education, rather than measure the students English language skills. The suggestion to this policy is to have materials and procedures used to assess a student in the earlier stages of emergent bilingual. This is useful information because these suggestions can improve these policies to help emergent bilinguals with disabilities to have the support services they need. ]]> 2022-02-21 22:39:20 UTC https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059447454 thomas2518 https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059467710 What I found interesting about this article is that it is given in English and Spanish so it can be read. This article talks over the tension between English as a second language and special education services for emergent bilinguals with disabilities and how it can be resolved. It is shown that classroom behaviors relate to learning a new language can mimic a disability. It is crucial that educators support the development of a new language while acknowledging students disabilities. By supporting emergent bilinguals with disabilities, it is important to recognize the consequences of ranking the services that they receive and can explore the influence that those rankings will have on the learner's language and their disability. This article can relate to the topic because it talks about the resolutions that can be made between English as a second language and special education services for emergent bilinguals with disabilities. ]]> 2022-02-21 23:08:25 UTC https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059467710 thomas2518 https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059484804 This article discusses important information of defining who and ELL with disabilities is. An ELL with disabilities is a student who is able to have both ESL and special education. Students who are identified with special education can have services in any of the federal disability categories, including ESL as well. The article also talks about the number of the students nationwide are limited and not really publicized that are identified as an emergent bilingual with disabilities. The text also talks about service-related characteristics as well as services that have been received in this classification of education. It also provides programs and services that can help emergent bilinguals with disabilities to have the help they need within the classroom.]]> 2022-02-21 23:32:14 UTC https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059484804 thomas2518 https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059503367 In this book, within chapter 10, discusses how dual language learners and ELLs have been identified in having disabilities. This chapter shows a review of research on dual language learners and ELLs with disabilities discussing policies, practice, and research. This chapter also talks about short descriptions of different disabilities as well as a few myths that are connected to dual language learners and ELLs with disabilities. There are five major disabilities categories discusses that are affiliated with emergent bilinguals and describe the characteristics that come with the disabilities. Policy issues are as well talked about that are shown in ELLs in special education.]]> 2022-02-21 23:55:18 UTC https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059503367 thomas2518 https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059515653 The author of this article explains to us different ways educators can support ELLs with special needs. The text discusses key strategies that can be used within the classroom that can benefit the needs of an emergent bilingual. There are also strategies listed about classroom management when having ELLs with special needs in your classroom. The article also provides material presentations, useful assessments, and coping strategies that can really support your students. Overall, this provides important information related to the topic because it can benefit an educator and students that need these accommodations.]]> 2022-02-22 00:08:25 UTC https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059515653 thomas2518 https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059535690 This research article contains information about ELLs with special needs who need extra support in our school systems in the U.S. The article talks over critical issues and challenges that are faced with ELLs with special needs. Policy issues are also made aware throughout the text that involve ELLs with disabilities. Recommendations are also listed to improve ELLs with special needs. All in all, this research is relevant to the provided topic because it explains the issues and recommendations to improve in with having in our society today with ELLs with special needs.]]> 2022-02-22 00:26:13 UTC https://padlet.com/thomas2518/n5k5l3h06vmvbmsk/wish/2059535690