Bilingual Special Education BY Keily Alvarado AND Jessica Rivera ww2.midwayisd.org

1. waystheylearn.wordpress.com Bilingual Special Education BY Keily AlvaradoAND Jessica Rivera ww2.midwayisd.org Clipartp al.com

2. Bilingual special education is defined by some researchers as the instances in which student participation in an individually designed, special education program is conducted in both the students’ native language and English. In such a program, the students’ home culture is also considered and framed in an inclusive environment. Special education is an interdisciplinary field that addresses the educational needs of learners with disabilities. What is Bilingual Special Education ?

3. Having emerged in 1973 as a new field, bilingual special education integrates the knowledge base, legislation and policies of two distinct educational fields: ->Bilingual Education and Special Education. The need for a merger became apparent with the realization that neither program could independently meet the needs of culturally and linguistically diverse students with disabilities What is Bilingual Special Education (Continued..)

4. To address the complexity of effectively identifying, assessing and instructing culturally and linguistically diverse students suspected of having a disability requires that school systems have personnel that fully understand the issues. To address the complexity of effectively identifying, assessing and instructing culturally and linguistically diverse students suspected of having a disability requires that school systems have personnel that fully understand the issues What is Bilingual Special Education (Continued)….

5. That may influence a student’s behavior and ability to learn may be due to: • 1. Culture clash • 2. Second language acquisition • 3. Socioeconomic factors, • 4. Experiences with discrimination • 5. Interrupted education isoc.org Some Factors …

6. Researchers indicate that it is critical to identify and distinguish the possible sources that cause student difficulties in school in order to select appropriate interventions, to justify a referral to special education, or to identify needed sources of support outside of special education. Continued …. school.discoveryeducation.com

7. The Roles of Bilingual Special Educators in Creating Inclusive ClassroomsBy: Spencer J. Salend, Judith A. Dorney, and Maribel Mazo • The purpose of this first article is to educate bilingual special educators on their role in cooperative teaching endeavors designed to educate second language learners in general education classrooms. mylot.com

8. Developing proficiency in learning a second language is a long-term process that involves experiencing several stages of second language acquisition, many students with exceptional needs who are second language learners require the sources of bilingual educators who offer instruction in the student’s native language. Such instruction provides a cognitive and academic background for learning appropriate content area instruction and a second language and for performing academically linguistic, social, and academic development of second language learners of English. Many general and special educators have NOT been trained to address the educational needs of second language learners in such settings. Why is Bilingual special education so important ???

9. The lack of exposure to the rationale for bilingual and multicultural education represents a significant barrier to considering and understanding the needs of students who are bilingual and/or have a cultural background that is significantly different from the dominant culture. Bilingual special educators can discuss their experiences as bilingual individuals and second language learners. They can give insight on the importance of keeping one’s native language 1. Multicultural Education

10. Bilingual special educators can help general and special education teachers increase their understanding of behavior and language development within in a socio-cultural context and expand their acceptance of individual differences so that it reflects a cross-cultural perspective. 2. Understanding behavior from a social cultural perspective

11. If second language learners are going to be successful in a general education setting, the general education curriculum needs to be diversified to make it relevant and meaningful for all students. BSE can assist educators in evaluating and selecting diverse instructional materials for integration into the curriculum. 3. Diversifying the Curriculum

12. Instructional strategies for bilingual special education students should consistent with the students background of experiences, cultural perspectives, stage of language development, gender, and age. 4. Facilitating INSTRUCTION FOR SECOND LANGUAGE LEARNERS nadeaubarlow.com

13. Parents of second language learners are interested in their children education, but a variety of structural, cultural, linguistic, and socioeconomic factors may serve as barriers to their environment in their children’s education. Therefore, it is important that bilingual special educators work with general and special educators to overcome these barriers to parental involvement and empowerment. 5. Promoting family and community involvement and empowerment

14. Cooperative teaching teams composed of a bilingual special education teacher and a general education teacher offer real promise for the education of all students in general education setting. However, the challenges the team will encounter need to be addressed, and the teams efforts need the support of the larger education community. Conclusion …

15. This article addresses this important field of bilingual special education. It is based on a study completed by Rodriguez, which addressed the necessary professional and teaching competencies of bilingual special education teachers. This article outlines a conceptual framework for bilingual special education teacher preparation programs using the 1997 Rodriguez data. The Academic Standards published by the National Association for Bilingual Education and the Council for Exceptional Children both provided the theoretical foundation about the competencies of bilingual special education teachers Bilingual special education Teacher: Conceptual Framework by Diane Rodriguez

16. Bilingual proficiency is an important component in the field of bilingual special education. 1. Proficiency in two languages 2. Knowledge of second language acquisition theory 3. An understanding of the nature of bilingualism and the process of becoming bilingual 4. Ability to assess student language proficiency in both native and second language. Language Proficiency

17. Assessment is defined as the process of gathering data about an individual or group of students for the purpose of making instructional decisions to improve the educational program for the students. Assessment has a prominent place in the diagnosis and evaluation of culturally and linguistically diverse students with disabilities. IDEA mandates assessment and evaluation of students based not only on test results, but on a comprehensive multidisciplinary evaluation and team decision. ASSESSMENT TOOLS AND TECHNIQUES

18. Culture is defined as a shared group of strategies agreed by a group through a process of interaction of ideas, attitudes, meanings, and hierarchy of values belonging to the group. 1. Provide field experiences in order to assist children to interact successfully in cross cultural settings. 2. Identify approaches in assisting families to become active participants in the educational team. 3. Plan strategies to respond positively to the diversity of behaviors involved in cross cultural environments and classrooms. 4. Recognize cultural similarities and differences between individuals of the united states and those of other countries to identify potential conflicts and opportunities these may create. Students culture and Linguistic diversity

19. One of the most contested issues in teaching culturally and linguistically diverse students with special needs is related to the effective methods of instruction. This area is extremely important as teachers must promote the development of effective academic, social, and cognitive skills, and provide opportunities and experiences to enable students to succeed in school Diversity and INSTRUCTION

20. The term “professionalism” is defined as teachers’ characteristics that reflect their expertise, knowledge base, values, and attitudes. BSE must develop the ability to reflect on their own actions, observations, and responses to experience, and apply these reflections and their academic knowledge to the design and implementation of new approaches to teaching. 1. Participate in professional conferences and organizations 2. Become involved in on-going research in the areas of bilingual special education. 3. Comply with local, state, federal professional regulations for self monitoring and evaluation requirements. 4. Promote and maintain a high level of competence and integrity in the practice of the profession. PROFESSIONAL ADVANCEMENT

21. The purpose of this study is to examine the use of native language when providing appropriate instruction to bilingual students who have specific learning disabilities in language and reading. Native language instruction and second language instruction teaching strategies are combined under an integrated bilingual special education model of dual language instruction. The transition process from L! and L2 is demonstrated as is its importance in meeting the needs of bilingual students with learning disabilities. Bilingual Special Education: Specific DISABILITIES IN LANGUAGE AND READING BY Jorge a. maldonado

22. In this country the focus is on the development of the second language because the majority of the population is monolingual English speaking. Less attention is given to the acquisition and maintenance of the native language and culture. Continued…

23. Reading is a complex process involving neuropsychological functions, cognitive abilities, and linguistic abilities. Therefore, this study argues that to be able to read, a student needs appropriate vocabulary development, perceptive-conceptualization skills, and retention abilities. This study argues that if these cognitive abilities have been acquired in L1, the child is ready to begin reading instruction in L1. If L2 reading instruction is introduced without the development of BICS and CALP in L2, the child is more likely to be unsuccessful in L1 and L2 reading. When the child is ready to begin L1 reading instruction, the process flows naturally, and this readiness helps to facilitate the application of reading skills in L1 and L2. What do you bse need to know???

24. Evidence supports the benefits of the use of the native language in language and reading instruction. English language skills can be developed at a higher thinking level, and language and reading skills can be acquired at a higher cognitive-literacy level through the use of the native language as the medium of instruction. What does this all mean???

25. The purpose of the article shows that English-language learners with disabilities are capable of learning and are entitled to high quality educational experiences. In order to be effective, bilingual special education programs must implement the best practices. Meeting the needs of ENGLISH LANGUAGE LEARNERS WITH DISABILITIES IN URBAN EDUCATION BY DIANE RODRIGUEZ

26. One of the most pervasive problems in the field of bilingual education is the erroneous assumption that if a child is bilingual, that child must be placed in special education or received special education services. The solution to this could be by providing quality preferral interventions Some teachers lack the knowledge of second language learning, which lead to a subsequent inclination on the part of the educators to associate bilingualism with disability Often ELLs are from a low socioeconomic status, there is a high correlation that they will be placed in special education programs. Erroneous placement of students in special education

27. There is one study that clearly indicates that urban school teachers lack information about proper assessment tools and knowledge of second language acquisition contribute to the misplacement of students in special education Assessment of English-language learners in English as opposed to their native language can be problematic in that individuals may not fully understand the task instructions even if they have the competence to the perform in English Assessment of ELLS WITH DISABILITIES

28. Teachers need to master teaching basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) as it relates to students’ culture. Teachers need to use both English language and the student’s first language for instructional purposes, assuring not only comprehensible input but also a clear and positive environment and status for each language Developing academic language

29. ELLs with disabilities actively construct meaning using their language background and knowledge of materials as they use their primary language. For most ELLs with disabilities, the basic language structure and vocabulary in the first language influences the information and knowledge that will transfer to the second language Developing language (Continued)…

30. What matters is comprehensible input, which refers to making the second language meaningful, contextualized and understandable to ELLs including those with disabilities Teachers help ELLs with disabilities best when they provide scaffolding instruction to build on previous experience and build on new concepts that include visual learning, vocabulary and, communication practice and implementation and the content of the class is meaningful, purposeful, relevant, and resourceful to their daily lives The learning approach might include cognitive language learning approach, and integrated content designed academic instruction in English. The models might be a transitional bilingual model, two way dual language program and maintenance language model These teaching approaches will be beneficial as long as they link and correlate strategies and techniques that will benefit children cognitively and socially What matters for ELLS WITH DISABILITIES ?

31. Teachers educating ELLs with disabilities must master integrating multiculturalism into the curriculum to engage, affirm, and accept diversity within the context of the classroom and school environment. For ELLs with disabilities to make academic achievements, teachers have to understand, comprehend and learn the stages of cultural identity Multicultural education

32. ELL with disabilities make academic achievements and teachers must learn their stages, which is quoted by Banks, J (2006) Cultural diversity and Education: Foundation, Curriculum and Teaching (5thed): : Stage 1: cultural psychology captivity: in which students take in negative beliefs and stereotypes of their own culture Stage 2: cultural encapsulation: when students believe that their culture is superior Stage 3: cultural identity clarification: refers to when students can clarify attitudes and identity perceptions to reduce conflicts within themselves Stage 4: biculturalism- when students have a sense of cultural identity and are able to participate in both worlds, their own culture and the second acquired culture Stage 5: multiculturalism and reflective nationalism- when students reflected positively to both cultures Stage 6: globalism and global competency-when students have an understanding to reflect of global identities issues to functions within various cultural groups Multicultural education (continued)…

33. It is proposed that in the completion of the teacher education program, teachers must demonstrate competencies that demonstrate the following to name a few: 1. Knowledge of methods for monitoring students progress 2. ability to use various types of formal and informal assessment procedures 3. knowledge of assessment information to make instructional decision, plan individual student programs and suggest appropriate learning environment procedures 4. proficiency in two languages or having personnel to communicate in students primary language 5. understanding the nature of bilingualism and the process of becoming bilingual Multicultural education (Continued)…

34. First there is a need to better understand the role of languages in the delivery of instruction Data describing ELLs with disabilities in urban and other schools in the United States are biased and incomplete in that information is not provided on specific variables like type of bilingual programs Issues in the field of urban education and bilingual special education

35. Reflective practice facilitates professional growth for education teaching ELLs with disabilities because reflection helps teachers become aware of how their students learn and what they value. This leads to refined instructional practices and the potential to meet each and every student’s individual needs. conclusion

36. This article describes the application of critical pedagogical principles in a first and second grade bilingual special day class for Latino children with limited English proficiency Critical pedagogy in a bilingual special education classroom by Barbara s.c.goldstein jfpl.org

37. The characteristics that mark highly effective in general education will also be effective in bilingual programs and children with learning disabilities For example an emphasis on meaning rather than form; an emphasis on creativity and divergent thinking rather than correctness; interactive/dialogical teacher/ student interactions rather than teacher centered instruction. Constructivist and holistic education

38. There is a missing piece in the theory and practice of bilingual special education because bicultural students continue to make little or nor progress in or out of special education classrooms despite efforts of those general and special education teachers who provide language literacy development in both the first and the second language However it is believed that the socioeconomic status as well as the students race and power has to do a lot with the failures of the students in bilingual special education programs Critical pedagogy and bicultural development

39. To provide a critical pedagogical classroom environment, elementary school teachers in particular need to be well informed regarding community, history, the history of the bicultural group with whom they are working. Teachers working with bicultural, non-English-proficient, or LEP students must thoroughly understand first-and second-language acquisition theory and know how to translate the theory into appropriate classroom activity Conclusion

40. The purpose of this article to discuss in great detail of what is RTI and its benefits and its problematic areas. A cultural, linguistic, and ecological framework for response to intervention with English language learners BY JULIE ESPARANZA Brown

41. RTI is Response to Intervention Its been signaled by many as the long awaited alternative to using discrepancy formula for special education eligibility decisions RTI focuses on intervening early through a multi-tiered approach where each tier provides interventions of increasing intensity Therefore students go through a very long process of pre-referral, formula referral and assessment processes prior to getting help in special education programs WHAT IS RTI? . cartoonclipartworld.com com

42. To ensure that RTI does not become more discriminatory system, a framework for RTI addressing the needs of ELL’s is require A systematic process for examining the specific background variables or ecologies of ELL’s , for example first and second language proficiency and educational history including bilingual models Examination of the appropriateness of classroom instruction and the classroom context based on knowledge of individual student factors Information gathered through informal and formal assessments Nondiscriminatory interpretation of all assessment data The Framework

43. Is given to the general education population that provides with instruction and is delivered with loyalty to the curriculum where all students have an equal opportunity to learn. There are five sections to consider in Tier I, there are student characteristics, guided questions, instruction/intervention, service provider, and necessary provider skills. A student characteristic: achievement is both a lower level when compared to “true peers” and occurs at a substantially slower rate TIER I

44. A small group setting and focuses on students who need different and more intensive instruction compared to Tier I. Instruction must be both linguistically and culturally congruent Students receive a “double dose” of instruction targeted as a specific goals based on students needs identified in tier I screening. A student characteristic: achievement continues both at a lower level as compared to “true peers” and occurs at a substantially slower rate An example of a guided question: Will instruction in a small group setting lead to success? A student who fails Tier II is a candidate to move to Tier III and if a student passes he is then recycled back to Tier I with close observation Tier II

45. When students need different and more intensive instruction in an alternative settings Instruction may be delivered individually or in small groups. The student characteristic: achievement continues both at a lower level than peers, occurs at a substantially slower rate, and the students needs individualized instruction in order to learn An example of a guided question: Is there evidence of progress from previous interventions? Approximately 5% of the students will undergo Tier III instruction and some of these students may require special education Tier III

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47. Generally the Tiers considers students ecologies, cultural and linguistic needs, and the skills that members of an educational team must possess when an ELL student becomes a focus of concern. A child’s language and culture are never viewed as liabilities, but rather as strengths upon which to build on education The purpose of all the tiers is to examine the achievements of the student’s or “true peers” General with all tiers

48. Not all ELLs receive appropriate literacy instruction Less than 20% of the 56% of public school teachers in the U.S who have at least one ELL in their class are certified to teach ELLs. PROBLEMS WITH RTI

49. 1. the universal screening and progress monitoring called for RTI process allows for comparison of students to other similar “true peers” in their local unit rather than nationally 2. RTI requires collaboration among all educators for example and school counselors and psychologist, which gives opportunities for professional dialogue, peer coaching and creation of instructional models integrating the best practices 3. Students who are struggling can be identified early and supported before failing too far behind to ever catch up Positives on rti

50. The use of RTI develops the capacity to respond to an increasingly diverse student population and ensure that these and all children develop to their fullest potential and where all children succeed. Conclusion