rowekamp_the changing iep student: understanding learning issues beyond the language

Jenise RowekampTeaching Specialist, Minnesota English Language Program, University of Minnesota

The Changing IEP Student: Understanding Learning Issues beyond the Language

Background• 2+ years of students below cut-off for Level 1 (Intro Level)• Average of 8-10 students/class• 1-2 students each semester did not progress at normal rate/pace• Each semester different issues – attempt to examine relationship to learning English

Learning Issues Beyond the Language• UMN Disability Resource Center• Literature on ESL students and learning disabilities• ‘Separating Difference from Disability’ TESOL ’14 (Collier) • Interviews with students

Difference (Problems/Causes)• Native language• Previous education• Academic concepts/language/ relationships• Study habits• Teaching style

(Schwarz and Terrill)

Difference (Problems/Causes)• Trauma or stress• Sociocultural factors (e.g. age, health, diet, sleep) • Family/work/relationship issues• Attendance • Lack of practice

(Schwarz and Terrill)

Difference (Problems/Causes)• Cultural adjustment• Expectations (family, scholarship, friends, peers)• Dependency on electronic devices• Purpose (minder role)

Problems with ‘difference’

generally affect ALL areas of

learning but are temporary.

Disability A physical or mental impairment that substantially limits major life activities (including but not limited to: caring for oneself… speaking, reading, learning, concentrating, thinking, working) and operation of a major bodily function. (ADAAA 2008)

Disability “… a permanent biological structure of the central nervous system … a gap in neural wiring that is more substantial than neural plasticity can correct. (Pirie)

Disability “not determined only by ability to do certain tasks … but the ease of doing them … permanent and long-lasting … NOT a disability if … not occur[ring] in native language/culture. (Collier)

Problems with ‘disability’

generally affect one or more

areas of learning and are

permanent.

Types of Disability• Deafness/Hearing Loss• Blindness/Low Vision • Mobility• Speech• Brain Injuries, • Autism Spectrum (ASD) • Mental Health

Learning Disability (LD)

• Average or above-average intelligence.• Affects the manner in which individuals acquire, store, organize, retrieve, manipulate, and express information.• Discrepancy between ability and achievement.

(Disability Resource Center, UMN)

Learning Disabilities

• Reading, written expression and math• Organization, time management, social skills•Visual, auditory and organization (Pirie)•Over 60 types and 3 levels: mild, moderate, severe

(

Attention Deficit Hyperactivity Disorder (ADD/ADHD)

“A neurological condition that affects learning and behavior. A chronic disturbance in the areas of the brain that regulate attention, impulse control, and executive functioning. ” (Disability Resource Center – UMN)

Disability Resource Center, UMN

• Mental Health - 55%• ADD/HD – 28%•Medical Condition – 19%•Learning Disability – 10%•All Others (Vision, Hearing, etc. <4% each)

Detection/Diagnosis Issues with Adult ESL Students

• No reliable testing for low-level English learners• Many tests are not culture-free• Expensive• If mild, may compensate in NL but not in English

Teacher as Intervener/Diagnostician

• Observation • Interview• Referral

Observation• Problem persists over time• Normal instruction not or minimally effective• Pattern of strengths and weaknesses inside and outside of class

Observation (Pirie)Observe when students read: cock head, eyes water, follow line with finger, glasses live “at home”, energy for discussion but tired when reading/writing, tired during reading activities but alert when writing is on board, avoid writing, bathroom excuses

Interview InformationConcrete to open-ended questions: • Differences (culture shock, education gaps)• Obvious disabilities (vision, hearing, etc.)• Learner’s awareness of difficulty• Previous learning success or failure• Previous intervention and response• Reading experience in NL and TL• Trauma (physical, emotional,psychological)

Student Responses • Can’t focus today • Text moves, letters mixed up• Can read (decode) but not understand• Understand the words, not the questions/statements•Excuses: too much distraction, glasses no good, didn’t pay attention/do homework

Referral • Medical expert: vision, hearing, movement, nutrition, sleep, diseases, mental health, etc.• Advisor/counselor: culture shock, stress, self-esteem, physical/mental trauma, chemical dependency, etc.• Disability Office: general strategies for learning problems BUT no services without diagnosis

Approaches and StrategiesAwareness and Understanding: • Learning disabilities do NOT mean low intelligence • Input/information can be received but access, organization, application, use and transference of concepts may not be successful• Multiple conditions/multiple approaches and strategies

Approaches and Strategies• High level of structure and routine• Multiple senses and learning styles• Simplified language, not content• Pictures, audio/video and other graphics• Main ideas reinforced repeatedly and in many ways

Approaches and Strategies• Clean, organized, quiet and well-lit classrooms• Limited distractions• Increased time/deadline extension• Effective uses of technology• Modification of participation• Regular feedback •Frequent monitoring to gauge effect

Specific Strategies for Suspected LD (Pirie)Visual: phonics approach to reading; increase/maximize use of other senses; reduce amount of text; paper that hides text, word-by-word reading; focus on function words, pre-reading strategies, skimming and scanning practice

Specific Strategies for Suspected LD (Pirie)Auditory: sight words approach to reading; increase use of writing, flash cards, pictures, charts, diagrams, spelling lists; focus on pre-reading questions, pre-teaching new vocabulary

Specific Strategies for Suspected LD (Pirie)Organizational: use direct, personal, simple text (bulleted lists), good headings, logical order;explicitly direct focus; connect new to old information; use color aids, highlighter to structure information; memory tricks for patterns

References and Resources

*Collier, Catherine. Adult EAL/ESL with Learning Problems. http://www.crosscultured.com (October 2015)*Disability Resource Center at the University of Minnesota. Office for

Equity and Diversity https://diversity.umn.edu/disability/home (October 2015)*Pirie, Pearl. 2002. Assessing Learning Disabilities in ESL. http://

www.crosscultured.com/documents/Adult%20EAL%20at%20risk/ESLLDStrategies.pdf (October 2015)*Sandman-Hurley, Kelli. Dyslexia and the English Learner Dilemma.

language magazine. The Journal of Communication and Education. http://languagemagazine.com/?page_id=43721 (October 2015)*Schwarz, Robin and Lynda Terrill. 2000. ESL Instruction and Adults

With Learning Disabilities, CAELA (Center for Adult English Language Instruction. National Center for ESL Literacy Education http://www.crosscultured.com/documents/Adult%20EAL%20at%20risk/CAELA.pdf (October 2015)*Shaywitz, Sally E and Bennet Shaywitz. 2007. The Neurobiology of

Reading and Dyslexia. Focus on Basics: Connecting Research and Practice. Volume 8, Issue D http://www.ncsall.net/index.html@id=278.html (October 2015)