Bilingual Special Education Interface

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Bilingual Special Education Interface

• Developing IEPs for Exceptional Language Minority
  Students

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IDEA 2004Whats in an IEP?

• Definition IEP means a written statement for
  each child with a disability that is developed,
  reviewed, and revised in accordance with IDEA
• Includes
• Statement of childs present levels
• Academic achievement
• Functioning performance
• How disability affects involvement and progress
  in general education curriculum
• Ability to take standardized assessments with the
  rest of the class.
• If not, alternate benchmarks must be provided
  

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IDEA 2004Whats in an IEP?

• Includes
• Statement of measurable, annual goals
• These goals meet the childs needs toward the
  purpose of involvement in the general curriculum.
• Goal must meet each of the educational needs.
• Description of how to measure progress toward
  meeting these goals.
• Description of how to report the data on this
  progress.
• Statement of special education, related services,
  supplementary aids, and services
• Statement of program modifications provided

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IDEA 2004Whats in an IEP?

• Includes
• Description of how all educational and
  extracurricular needs to be met.
• Description of the the extent and why the child
  will not be in a general education class
• Description of any transition services to move
  from high school to after graduation

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IDEA 2004IEP Special Considerations

• Strengths of the child
• Concerns of the parents for enhancing the
  education of their child
• Results of the initial evaluation or most recent
  evaluation of the child
• Academic, developmental, and functional needs.
• Need for assistive technology

• Use of positive behavioral interventions and
  supports along with other strategies when needed.
• LEP the language needs of the child as such
  needs relate to the child.
• Blind/ VI use of Braille
• Deaf/ HH Communication needs

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Specific Needs of ELL with Disabilities

• Language of instruction for each goal.
• Instructional strategies accounting for L2
  acquisition.
• Curricula and materials used accounting for L2
  acquisition.
• Culturally appropriate motivators.
• Who will provide services, monitor progress, and
  do annual reviews?
• Who will coordinate efforts from all of the
  professionals?
• Type of Language Intervention.

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Types of Language Interventions

• Language Enrichment Student has L2 enough, but
  may need some support. Can be done mostly in
  English
• Language Development Students need more
  information on academic language use and formal
  language use. Can be done mostly in English.
• Remediation Program to help acquire critical
  language competencies and/or learn strategies to
  help them compensate for the disability. Will
  need L1 and English or ESL.

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Language of Instruction

• Native Language Instruction Goal to get CALP in
  L1 to later get CALP in L2 and taught in L1 so
  they can learn general ed. curriculum while
  learning L2.
• English as a Second Language Use of ESL
  (English-only) techniques to teach curriculum.
• Instruction in English With no Other Support
  Should only be done when child demonstrates no
  need for further support because they have CALP
  of 4-5.

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Information Needed by all Service Providers

• Service Providers
• ESL or Bilingual Teacher
• General Education Teacher
• Special Education Teacher
• What they need to know
• How 2nd languages are acquired
• How culture impacts learning
• How SES impacts learning
• Cultural and linguistic learning styles

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Discussion ELL Teaching Strategies

• Review information on pages 202-206.
• Come up with some suggestions to give to teachers
  who are trying to decide the best ways to provide
  services to ELL child who is struggling with
  reading and exhibiting conduct problems.
• Describe each point in terms of general
  techniques and specific suggestions.

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Least Restrictive Environment

• Typical Environment ELL
• Only SPED (many times this is all day)
• Only Bilingual Ed/ ESOL (many times this is all
  day)
• Better would be
• SPED trained to work with bilingual/ ESOL methods
• Bilingual Ed/ ESOL trained to work with SPED
  methods
• Trained paraprofessional under close supervision
  of both Bilingual Ed/ ESOL and SPED

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Specific Possible Placements

• Full-time bilingual ed with modifications
• Full time general ed with ESOL and modifications
• SPED consults with both general ed and bilingual
  ed/ ESOL to plan instruction
• Resource for both SPED and bilingual ed/ ESOL
• Full-time SPED with considerations made for
  linguistic and culturally differences.

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IDEA 2004Who makes up the IEP team?

• The parent of the child
• Not less than 1 regular education teacher (if the
  child participates in regular education)
• Not less than 1 SPED teacher
• LEA representative
• Can provide or supervise provision of specialized
  instruction designed to meet the childs needs
• Knows about the general education curriculum
• Is knowledgeable about local resources

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IDEA 2004Who makes up the IEP team?

• An individual to interpret results of evaluation
• Anyone else who has knowledge of the child or
  related services
• The child (when appropriate)

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Barriers to Bilingual Parental Participation in
IEP Meeting

• Communication problems (Correa, 1989 Gault,
  1989 Harry, 1992a Lynch Stein, 1987 Turnbull
  Turnbull, 1982).
• Cultural differences (Gault Harry, 1990, 1992a
  Lynch Stein Sanchez, 1996).
• Lack of school knowledge and/or parental
  knowledge (Gallegos Gallegos, 1988 Harry, 1990
  1992a McKinney Hocutt, 1982).
• Feelings of disconnection with or intimidation by
  the school (Correa Sanchez Yates Ortiz,
  1998).
• Educational level of the child (Epstein Dauber,
  2001).

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What Bilingual Parents Know About the IEP

• When Harry (1992a) asked Hispanic families she
  was working with to show her a copy of their
  childrens papers, all of them had a copy of the
  IEP, but none of them knew what it was called or
  what it said.
• Gallegos and Gallegos (1988) found that a
  majority of Hispanic parents reported they could
  not understand the forms being sent home from the
  school. Report cards and IEPs were discussed
  specifically.
• Lynch and Steins study, when parents did know
  what an IEP was, only 55 of the Hispanics knew
  what services were listed on it.

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Information for all Multidisciplinary Teams

• Multidisciplinary Teams
• Usually consist of all or most of the members of
  the IEP team
• For ELL, translator is required.
• Multicultural Expert really is needed
• What they need to know
• Is the problem a disability or is it something
  else (language, culture, SES, lack of educational
  opportunity).
• Know how to interpret basic assessment data.
• Know how to use that data to implement
  intervention strategies

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IDEA 2004 Deviation from the Book

• Textbook says Decisions about services needed
  by students must be made without regard to cost
  or availability of these services.
• IDEA 2004 Regs. The costs associated with
  educating a high need child with a disability are
  only those costs associated with providing direct
  special education and related services to such
  child that are identified in such child's IEP.
• Hudson v. Rowley (next slide)

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Hudson v. Rowley (1982)

• Supreme Court Decision
• States need not provide additional services above
  and beyond those needed to adequately meet the
  childs educational needs.
• Sign-language interpreter not to be provided for
  a deaf student who is receiving an adequate
  education (based on school records) to meet her
  educational needs

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Group Discussion

• The MDT has determined that the child that you
  wrote your report for qualified for services.
• Based on information from the psych report that
  you completed, discuss anything that should be in
  the IEP for this child (pp. 195-197 in text may
  help).
• Consider all of the issues we have already
  discussed today and prior to today.