Instructional Strategies for English Learners with Disabilities

1. Instructional Strategies for English Learners with Disabilities Peggy McLeod, Ed.D. Council of Chief State School Officers May 24, 2005

2. English Language Learners or Limited English Proficient? Both terms will be used during this discussion

3. Myths About English Language Learners Young children learn a second language better and faster than older children Children learn English in about 3 years Once children starting talking English they are ready to learn in the language Errors in English production indicate need for direct instruction Children learning English experience linguistic interference from the first language

4. Linking Language of Evaluation to the Language of Instruction

5. Determining Language or Languages of Evaluation LEP – recent arrival – Evaluate in native language LEP – 1 to 3 years – Evaluate in native language and English Long-term LEP* – over 3 years – Evaluate in native language and English *Why is the student long-term LEP?

6. Native Language Evaluation (LEP – recent arrival) Is the child receiving native language instruction and/or ESL? IEP should include plan for English language acquisition (bilingual instruction and/or ESL) Do not provide special education services in English only

7. Evaluation in Native Language and English (LEP – 1 to 3 years and long-term) Determine language or languages in which special education and related services will be provided – these should be included in IEP

8. DO NOT DISCONTINUE LANGUAGE SUPPORT SERVICES!

9. Least Restrictive Environment Considerations LRE does not have to be self-contained classroom for ELL students Both bilingual/ESL and special education services can be provided in general education classroom

10. Instructional Strategies ELL students with disabilities should receive language support services as well special education services Collaboration with bilingual/ESL teacher is critical, especially when special education service providers are not bilingual

11. Instructional Strategies Differentiate instruction Activate prior knowledge Integrate instruction Use visual and graphic organizers

12. Bilingual Education Developmental – develops and maintains proficiency in two languages Transitional bilingual – instruction in native language with English used increasingly until student enters regular instructional program

13. Students With Disabilities in Bilingual Classrooms Special education teachers consults with bilingual teacher or teachers to adapt instruction Other services can be provided through trained interpreters (e.g., PT)

14. ESL Services More ESL teachers providing services in general education classrooms rather than in pullout settings English is learned through instruction in content areas, not in a separate class

15. ESL Strategies Integration of ESL and content area instruction Specific vocabulary instruction (key terms) Contextualize learning – using manipulatives, visuals, etc. Maximizing opportunities for language use – student to student interaction, extend responses, substantive language use, etc.

16. ESL Strategies Promote language use across different settings Classroom activities need to be structured and predictable Focus on communication (but not necessarily errors) Help students construct own knowledge Tie instruction to student background Have books in native language Adapt teacher language

17. Benefits of Collaboration Between Teachers General education teachers provide access to the general curriculum Special education teachers help to modify the curriculum or adapt instruction ESL/bilingual teachers support second language acquisition

18. Benefits of Collaboration ESL/bilingual teacher understands second language acquisition (not the same as acquiring a first language) ESL/bilingual teacher understands impact of culture on child’s behavior in class Better communication with parents if one of the teachers speaks their language

19. Benefits of Collaboration ELL students increase exposure to English and to school culture Teachers support student learning and instruction

20. Collaboration with Parents and Communities To provide additional support for ELL students Use school or community resources to build linkages to parents and community

21. Collaboration at the State Level Develop strategies for collaboration at the state level between staff from: Special education Title III Title I Curriculum and instruction Others?

22. State Level Collaboration Start around specific issue Disproportionate representation of ELL students in special education Prereferral strategies for ELL students Evaluation Instructional services Assessment

23. State Level Collaboration Develop products that can be used by districts: Handbook Evaluation protocol Parent interview forms in different languages Observation tool Interpreter training guide Assessment guide

24. Thank You! Peggy McLeod, Ed.D. 202-336-7072 peggym@ccsso.org