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Rita Brusca-Vega, Ed.D
Associate Professor, Special Education
Purdue University Northwest
2200 169th Street, Hammond, IN
vegar@pnw.edu
Presented at the Fall Conference of the Illinois Council
for Exceptional Children
English Learners & the IEP
Process
Purpose of the Presentation
Provide teachers with a base for conceptualizing
and developing strong IEPs for ELs
A. Facts: Bilingual/ESL Services & IEPs
B. Roles of Special & General Educators
C. Assessment & Goal Writing
D. Service Delivery Options
E. Ethical Issues
Outcomes of the PresentationBy the end of the session, participants will be able to…
Compare & contrast practices at their schools to
recommended practices
Identify at least two service delivery models that
integrate special education and bilingual/ESL services
Identify at least three questions to ask at an IEP
meeting to clarify language and cultural needs of
students
Why Is Info Necessary?
ELs at risk for poorly developed IEPs.
Lack of understanding about language and
cultural issues.
Prejudices interfere with decision-making.
Parents not well-informed about process.
A. Facts: Bilingual/ESL Services
& IEPs
Basic Info about Bilingual/ESL
Services for Special Educators
What are the legal requirements for education
services for students who are English learners
(ELs)?
Case law & civil rights legislation
How are ELs identified?
Home language survey, screening, language
proficiency testing
Basic Info about Bilingual/ESL
Services for Special Educators
What services do ELs receive?
Bilingual services - native (L1) and second (L2)
instruction/support
ESL services – L2 instruction
What service delivery models are used?
Self-contained bilingual classroom; dual language
classroom; ESL classes; Bilingual and/or ESL
resource services; paraprofessional support…
IEPs for ELLs:
What Do the Feds Say?
Direct Language Indirect Language
• Consider
language needs
of Limited
English
Proficient (LEP)
students
• Include knowledgeable team members
• Decisions based on peer-reviewed research
IEPs for ELLs:
What Does the State Say?
IEPs should reflect language and cultural needs of ELs
ELs with disabilities should be included with bilingual peers
Educators can earn a bilingual/ESL special education approval on their licenses
ELs are identified as eligible for service only with recommendation of an individual with such approval
Illinois Public Act 87-0995
To learn more about bilingual/ESL
services in Illinois, visit
www.isbe.net
IEP Meeting Process
Summary of Performance
Consensus
Goals
Service Delivery
Don’t put the cart before the horse!
How Are Decisions Being Made?
Based on law?
Based on district or school policy or
practice?
Based on best or evidence-based
practice?
B. Roles of Team Members
Team Members
Student
School Leader
Bilingual-ESL
Educator
Receiving Teachers
Parents
School Psych
ELL-SPED Expert
Interpreter
Commonalities in Roles
Bilingual/ESL & Special Educators
Advocacy Literacy
SpecialistsAccessibility
Areas of Expertise
Bilingual/ESL Educator
What are basic tenants of how children learn a
second language?
What bilingual/ESL teaching strategies
can be used?
How do language and culture
influence learning?
Areas of Expertise
Special Educator
What are the disabilities, including types of
processing problems, that affect language
learning?
What is the impact of disability on oral and
written language development and
learning?
What special education interventions can be
used?
C. Assessment & Goal Writing
Present Levels of Performance
Performance
Area L1 L2
Receptive Oral
Language
Expressive Oral
Language
Reading Fluency
Reading
Comprehension
Writing: Spelling
Writing: Composition
Questions To Ask about Language
Performance
Overall capacity for language?
Type of language processing difficulties?
Adequate qualitative & quantitative information?
Details previous & current instruction in L1 & L2?
Other factors: time in each language? home issues? medical issues?
Worksheet for Consensus & Goal
Writing
Performance
Area L1 L2
Reading Recognition
& Comprehension
Math Concepts &
Skills
Social & Behavioral
Motor Skills
Other Subjects/Skill
Areas
Writing SMART GoalsSpecific, Measureable, Attainable, Realistic, & Timely
Given short stories at the 4th grade level in English
(condition), Dayana will silently read and answer
questions in writing (action) with 85% accuracy
(measure).
Given one-to-three step directions orally in Polish
(condition), John will follow the directions (action)
successfully 4/5 times (measure).
Approach Goal Writing Knowing…
We have a menu of approaches and strategies from bilingual/ESL, special education, and general education to choose from.
We know that we can match approaches and strategies to individual needs and circumstances.
We believe that bilingual/ESL and special educators can work together to build the IEP from an empirical base.
Melding Philosophical Frameworks
Developmental Constructivist View in ESL
Behavioral View in Sped
Documented Interventions
Bilingual/ESL Special Ed
Examples of Approaches/Strategies
with Similarities
ESL Special Education
Sheltered Instruction Adaptations/Modifications for
Accessing Gen Ed Curriculum
Cognitive-Academic
Language Learning
Learning Strategy Instruction
Total Physical Response Multisensory Approach
Natural Approach Ecological
Inventory/Functional
Curriculum
What Approaches/Strategies Make
Sense for ELs with Disabilities?
Examples…
Reality-based Experiential Activities
Explicit Teaching
Scaffolding
Comprehensible Input
Slowed pace of teacher talk
Sheltered vocabulary/materials
Use of technology for repeated auditory/visual input
What Approaches/Strategies Make
Sense for ELs with Disabilities?
Examples…
Peer Assisted Learning (PALS)
Cooperative Learning
Learning Strategy Instruction
Behavior/Performance Contracts
Direct Instruction
D. Service Delivery Options
• How to provide services to facilitate the goals?
• How to provide services in the most inclusive
manner?
Conceptual Framework
Members of School Community
Members of a Cultural and Language Group
Members of a Group with Disability Needs
Primary Service Delivery Options
CONSULTATIVE MODEL
SPED TO BILINGUAL-ESL
BILINGUAL-ESL TO SPED
SPED & BILINGUAL-ESL
TO GEN ED
Primary Service Delivery Options
DIRECT SERVICE
MODEL
CO-TEACHING RESOURCE CLASS
Secondary Service Delivery Options
SUPPORT MODELS
(NON-PROFESSIONAL)
NATIVE LANGUAGE PARA-PROs
VOLUNTEER
TUTORS
PEER ASSISTANCE
E. Team & Ethical Issues
• How do you create informed teams?
• How do you deal with unethical actions?
Informed Teams: Whole Team Model
FEATURES
Core group
stays intact &
travels to
schools
Team grows to
include…
•Student
•Parents
•Teachers/others
Student
School Leader
Bilingual-ESL
Educator
Receiving Teachers
Parents
School Psych
ELL-SPED Expert
Interpreter
Informed Teams: Ambassador Model
FEATURES
Typical school-
based IEP team
is formed
1 or 2 ELL-
SPED trained
staff join team
Student
School Leader
Bilingual-ESL
Educator
Special Educator
Parents
School Psych
ELL-SPED trained
member
Interpreter
What About Students, Parents, &
Interpreters?
Provide students with self-advocacy training.
Provide parents with a pre-IEP meeting
workshop.
Assure that interpreters are trained, preferably
certified, and know educational jargon.
Communicating Concerns
Professionally
“Our state law says we should consider language and
cultural issues in the IEP. I feel pretty good about what
we’ve done with language. How about the cultural
needs?”
“I know that we typically do not provide native language
support in the district, but it seems this student would
truly benefit from it and the law tells us that programs
and services should match the individual needs of the
student. Can we think outside the box?”
Developing the IEP for ELs
Art Science
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