ELLS AND SPEC ED

32nd Annual NYS TESOL Applied Linguistics Winter Conference

February 12, 2011

Artifacts/documents – lesson plans, class lit and activities

Ells projected be 25% of US Ss by 2025 Educators struggling to separate SLA

from Learning Disabilities Increase concerns about

disproportionate reps of ELLs in spec ed Ecologial approach to assmt could

eliminate inappr referrals

ECOLOGICAL ASSESSMENT Klingner et al., 2008) Assess

environment around the Ss evaluating instrucitonal approaches, curricula, materials to determine their appropriateness for ELLs

Insights and current practices?

Wide Spectrum SLD (mild cognitive diorder, emotional behavioral support , LD

Programs varied and teacher settings varied

BEST PRACTICES IDENTIFIED IN RESEARCH Familiarization with IEPs

Revised yearly Identifies current level of achievement Defines and sets goals Includes strategies for these students

Teacher participants had committed the IEPs of their students to memory IEPs were easily accessible for reference(keep binder with simplified chart of Ss ind

leanring needs on her desk, uses for quick reference and as guide for her lesson planning)

Everday incorporation of IEPsEx) behavioral mod

Focused attention as soon as student comes in Reinforcing positive behaviors desired from IEP

• How difficult is to incorporate ELLs’ IEPs into lesson plans and instructional approaches?

UTILIZING FUND OF KNOWLEDGE Describe as rich knowledge Use as basis for teaching

Lesson feature culturally relevant contentEx) use topic students already know and

understand make it relevant to understand how a graphic organizer works – make new process used with something relevant to something they already know)

PROVIDING ACCOMMODATIONS Modifications usually in testing that will

compensate for various linguistic proficiencies of ELLs

Simplified lang, bilingual materials, admin in L1, oral translations, group testing

Simplified and modified languageSlower rate of speech and repetition of

ideas and questionsAdditional time (5-10 extra min standard)

Oral TranslationParas used more linguistically challenging

classes like chem and natural to provide L1 support (these classes were Special ed classes in the content areas)

Bilingual MaterialsEx) translated lab materials –

supplemental reference materials

DIFFERENTIATED INSTRUCTION Cited as solution for diverse populations

– individualized materials and content Differentiated Materials –

Vocab words bolder for visually impaired student

Modify for student’s different needs Fluency – have Ss sing words and give

visual cues for what students need to remember

HIGH STANDARDS Quality curriculum for ELLs with special

needs maintain high standards (Hoover & Pattan, 2005)

Teachers who hold the incremental view High standards for ELLs with special

needs If the student is not encouraged at home,

pushing the student to be motivated within the classroom

Setting yearly goals with the student