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Strategies for English Language Learners with Disabilities in Standards-Based Education

Explore instructional strategies for delivering standards-based education to ESL students with disabilities across subjects like reading, mathematics, and science. Learn about pre-assessment tools, peer tutoring, vocabulary teaching, and more.

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Strategies for English Language Learners with Disabilities in Standards-Based Education

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  1. National Center on Educational Outcomes Manuel Barrera, Ph.D. Chair, Department of Education Metropolitan State University Vitaliy Shyyan Research Assistant Ph.D. student, University of Minnesota

  2. Pathways for Promoting the Success of English Language Learners with Disabilities in Standards-Based Education

  3. What instructional strategies are appropriate for delivering grade-level, standards-based instruction to ESL students with disabilities?

  4. Multi-Attribute Consensus Building (MACB)

  5. Gersten,R., Baker, S., & Marks, S. (1998). Teaching English-Language Learners with Learning Difficulties: Guiding Principles and Examples from Research-Based Practice. ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA.

  6. Reading: • Use of organized pre-assessment strategies • Graphic organizers • Teaching vocabulary Mathematics: • Specific informal assessments based on curriculum • Reciprocal peer tutoring • Improving math performance with explicit timing Science: • Specific informal assessments based on curriculum • Graphic organizers • Peer tutoring

  7. Research Subjects Draft Instrument: 5 schools, 30 teachers Frozen Instrument: 5 schools, 23 teachers

  8. Types of Teachers ESL teachers (6-8) – 34.8% General education teachers (6-8) – 21.7% Bilingual education teachers (6-8) – 17.4%

  9. Teachers’ Current Positions Less than 1 year – 17.4% 1-5 years – 56.5% 5-10 years – 13.0% More than 10 years – 13.0%

  10. Teachers’ Experience Less than 1 year – 4.3% 1-5 years – 21.7% 5-10 years – 26.1% More than 10 years – 47.8%

  11. Types of Students Served LEP, Special Ed, LEP/Special Ed, General Ed students – 22.7% LEP, Special Ed, General Ed students – 9.1% LEP & General Ed students – 9.1% Special Ed students only – 9.1%

  12. Preliminary Results • Reading – 100 • Mathematics – 91 • Science - 80

  13. Reading • Directly teach vocabulary through listening, seeing, reading and writing in short time segments • Teaching pre-, during-, and post- reading strategies • Fluency building (high frequency words)

  14. Mathematics • Tactile, concrete experiences of math • Daily re-looping of previously learned material • Problem solving instruction and task analysis strategies

  15. Science • Hands-on, active participation • Using visuals • Using pre-reading strategies in content areas

  16. Use

  17. Feasibility

  18. National Center on Educational Outcomes University of Minnesota 350 Elliott Hall 75 East River Road Minneapolis, MN 55455 Phone: 612-626-1530 Fax: 612-624-0879 education.umn.edu/NCEO

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