ELLs with Disabilities: From Identification to Instruction

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ELLs with Disabilities From Identification to
Instruction

• SED 500 Introduction to Special Education
• Janet Medina, Psy.D.
• Associate Professor of Education
• McDaniel College
• jmedina_at_mcdaniel.edu
• 410-857-2417

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Myths of Second Language Acquisition and
Bilingualism Take this quiz and see what you
already know the answers will be provided at the
end of this presentation

• 1. Adults learn second languages more quickly and
  easily than young children. T F
• 2. According to research, students in ESL-only
  programs, with no schooling in their native
  language, take 7-10 years to reach grade level
  norms. T F
• 3. A lot of immigrant children have learning
  disabilities, not language problems. They speak
  English just fine but they are still failing
  academically. T F
• 4. Older generations of immigrants learned
  without all the special language programs that
  immigrant children receive now. It was "sink or
  swim" and they did just fine! T F
• 5. Second language learners will acquire academic
  English faster if their parents speak English at
  home. T F
• 6. The more time students spend soaking up
  English in the mainstream classroom, the more
  they quickly they will learn the language. T
  F
• 7. Once students can speak English, they are
  ready to undertake the academic tasks of the
  mainstream classroom. T F
• 8. Cognitive and academic development in native
  language has an important and positive effect on
  second language acquisition. T F
• 9. The culture of students doesnt affect how
  long it takes them to acquire English. All
  students learn language the same way. T F

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Berta Hernandez is a newly-arrived student who
came to the United States just 3 months ago. She
has been placed in Megans fourth-grade classroom
because, although she is 11 years old, she is
physically very small compared to her same-age
peers. Her mother is living in Lima, Peru (her
home country), with her youngest sibling, a
sister and, so far, has not been able to get a
visa to travel to the United States. Berta
arrived in the United States with her father,
aunt (her fathers unmarried sister), and a
younger brother (he is 7). She is the oldest
child. They all now live with her grandmother and
grandfather in your school district. The
grandparents speak Quechua, a little Spanish, and
no English. The father and aunt speak Quechua,
Spanish, and very little English. Mercedes and
her brother speak Spanish as their primary
language, a little Quechua, and very little
conversational English, though they are catching
on quickly. Berta has demonstrated a great deal
of reluctance to read in class, especially aloud.
In Peru, she made it only to the second grade,
missed a year of class due to some local unrest,
and was retained for a year. Her father has
suggested that perhaps Berta was in some kind of
special class in Lima, but cannot explain it
well. Megan is also noticing that she tends to
want to sit alone, not participate in activities
with the other students, and cries whenever she
is called on to answer a question in class. Berta
has not made any new friends in the fourth grade,
and she is responsible for walking her younger
brother, who is in kindergarten, home from school
every day. What conclusions can you make about
this student? What is still not not clear?
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Familiar?

• A accomplished and
• added at belief
• brain cannibals certain
• changed doing English
• from in logical
• method minor missionaries
• must needed numbers
• occurrences replace sentences
• surgery the this
• when 3 4

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Elaboration Tolerance John McCarthy, Stanford
University

• Changing a parameter
• This is needed when the number of missionaries
  and cannibals are changed from 3 to 4. In
  English, this is accomplished by an added
  sentence. Doing it that way in logic requires a
  suitable belief revision method as part of the
  basic logical formalism. At present we must use
  minor brain surgery to replace certain
  occurrences of the number 3.

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Did you understand that paragraph?

• If you struggled understanding the preceding
  paragraph, maybe you are not familiar with the
  context.
• Could you tell that this was about Computer
  Science?
• Even if you understood each word individually,
  lack of prior knowledge and experience has an
  effect on your comprehension.

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English is a crazy language

• Can you read the following sentences?
• Can you see why a student with a learning
  disability and/or an ELL might have difficulty
  figuring out these heteronyms, homographs,
  homonyms , and homophones?
• Multiple meanings for words can throw someone off
  as well.
• How important is it to understand the context of
  a sentence?
• If you want to test your skills, try this
  homograph online game here (for a Flash version)
  or here (for an html version).

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Hows that again?

• The buzz was in the air that Freida was to become
  the heir to a fortune.
• Liza conceded that Hillary was very conceited.
• Your friends are not happy when youre sad.
• Kyla was trying to plot a murder set in a garden
  plot.
• It was an airy perch from the aerie.
• Jessey was afraid of having a date with a lemon.
• Canela had a great idea to stand on the grate to
  grate the cheese.
• It is very difficult to wind the yarn in the
  wind.

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Visual-spatial tasks

• The next series of slides are visual-spatial
  tasks. In the assessment process, particularly in
  psychoeducational evaluations, diagnosticians
  often try to evaluate a students skills in
  viewing and reproducing what they see through a
  variety of tasks in other words, how does the
  student see the world, how do they fit in
  space, how do they manipulate the world, etc.?
  Examples of these skills are as follows looking
  for details, seeing part-to-whole or
  whole-to-part relationships, determining how much
  cueing a student might need to see something
  they might not see right away, and so on.

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Can you trust this person? Hint If you dont see
it right away, tilt your head slightly to the
right. See it now? Side note I have discovered
that exposure to English is crucial in this
exercise.
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Contrast

• This grid, known as Hermann's Grid, is an
  example of how contrast affects color perception.
  The area at the corners of the black boxes appear
  gray. This happens because of something called
  lateral inhibition. In the retina when some
  light-receiving cells are activated others around
  them shut down. You will notice that where the
  white lines intersect, there is black on four
  sides, whereas the lines themselves are
  surrounded by black on only two sides. When you
  look at the intersections, the cells in the
  retina are surrounded on four sides by other
  cells that are also receiving light. They are
  therefore more inhibited than the cells focused
  on the lines. It is their inhibition that causes
  the dark spots to appear.

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What are we really seeing?

• These sidewalk chalk paintings give us the
  impression that they are three-dimensional
  objects, yet when we view them from another
  angle, we can see that they are actually flat.

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The picture on the next slide looks a little
strange, some jumbled monkeys there. It will be
worth your time to fixate it for at least 10
seconds. Let your gaze hang on the tiny red
target at the centre, making ready to move your
mouse over the image thereafter. On the white
background you may recognize a face, a topic of
2009.Alternatively after fixation, close your
eyes. After a few seconds a face will appear.
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You should see Charles Darwins face. Faces are
difficult to recognize when rendered as a
negative. Prolonged fixation creates a retinal
afterimage, which over several seconds is a
negative afterimage, making it recognizable. The
longer and the more steady you fixate, the longer
lasts the afterimage. When it fades, blink and it
will be prolonged. On of the tricks is to
introduce the tiny white lines (here chosen to
delineate monkeys, appropriately). These impede
face recognition in the initial negative (related
to the blocking illusion). In the afterimage,
however, they are gone because an afterimage is
always a little blurry. Rob Jenkins Richard
Wiseman give some delightful background and also
the original image on their website Happy
Darwin Day! referenced below.
http//www.richardwiseman.com/Darwin.html
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Whats different?

• The next two photos are borrowed from the
  Washington Post magazine (May 20, 2012). The
  first photograph is the original, and the second
  photograph has 12 alterations made to the
  original picture. Can you find the 12 differences
  in the 2nd altered photo?
• The third photo has the answers.
• When individuals are assessed cognitively,
  attention to detail is a crucial skill that is
  evaluated.

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Color Vision

• Pilots and others are often tested for color
  vision. Children in schools are sometimes
  assessed for color vision if they show some
  inconsistencies in recognizing colors. The most
  common color blindness is red-green color
  blindness.
• The following three slides are samples from the
  PseudoIsochromatic Plate Ishihara Compatible
  (PIP) Color Vision Test 24 Plate Edition. What
  numbers do you see?

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Answers

• You should have seen the numbers 16, 2, and 5.
• For more information about assessing color
  vision, you might be interested in this website
• Color Blindness or Color Vision Deficiency
  http//www.archimedes-lab.org/colorblindnesstest.h
  tml

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Visual Figure Ground

• Look at the following woodcut by M.C. Escher.
  Escher frequently played around with figure
  ground in his work.
• What do you see?

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Gestalt Principles

• Gestalt theorists followed the basic principle
  that the whole is greater than the sum of its
  parts. In other words, the whole (a picture, a
  car) carried a different and altogether greater
  meaning than its individual components (paint,
  canvas, brush or tire, paint, metal,
  respectively). In viewing the "whole," a
  cognitive process takes place the mind makes a
  leap from comprehending the parts to realizing
  the whole. We visually and psychologically
  attempt to make order out of chaos, to create
  harmony or structure from seemingly disconnected
  bits of information.
• The major principles are
• Similarity Continuation Closure Proximity
  Figure and Ground.
• http//facweb.cs.depaul.edu/sgrais/gestalt_princi
  ples.htm

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An example of Closure
Closure occurs when an object is incomplete or a
space is not completely enclosed. If enough of
the shape is indicated, people perceive the whole
by filling in the missing information. Although
neither the panda nor the IBM logo are complete,
enough is present for the eye to complete the
shape. When the viewer's perception completes a
shape, closure occurs. You can view more example
of the Gestalt Principles here at
http//graphicdesign.spokanefalls.edu/tutorials/pr
ocess/gestaltprinciples/gestaltprinc.htm And if
you want to test your understanding of these
principles, try this worksheet.
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Definition of Diversity according to the
McDaniel College Department of Education

• Diversity is defined as differences, or variety,
  among groups of people based on a range and
  combination of backgrounds and histories related
  to ethnicity, race, gender, language,
  socioeconomic status, sexual orientation,
  disability, geographical region, religious
  background, and exceptionalities in learning.
• If you click on the hyperlink on the word race,
  you should be transported to the PBS website on
  Race. I recommend that you check it out. its
  very interesting.

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Alphabet Soup Do you know what all of the terms
mean?

• ESL
• ESOL
• ELL
• CLD
• CLDE
• LEP
• PHLOTE

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Alphabet Soup Do you know what all of these
terms mean?

• ESL English Second Language
• ESOL English Speakers of Other Languages
• ELL English Language Learner the preferred
  term among many professionals in the field of
  bilingual studies
• CLD Culturally and Linguistically Diverse
• CLDE Culturally and Linguistically Diverse with
  Exceptionality
• LEP Limited English Proficient this is the
  term still used by the federal government to some
  degree, and some states as well
• PHLOTE Primary Home Language Other Than English

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Reflective of Californias diversity, the
majority of K12 girls (74) are from an ethnic
minority background. http//www.msmc.la.edu/PDFFi
les/status-of-women/3-RSWG-education.pdf
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Percent of Students Receiving Special Education
Services by Race/Ethnicity and Disability
Category Ages 6-21 (http//www.IDEAdata.org,
2004)
Category American Indian/Alaskan Native Asian/Pacific Islander Black (Not Hispanic) Hispanic White (Not Hispanic)
Learning Disability 1.74 1.67 20.13 19.74 56.72
Speech or Language Impairments 1.31 2.95 15.89 16.12 63.74
Mental Retardation 1.21 1.98 33.46 12.35 51
Emotional Disturbances 1.52 1.17 28.42 10.46 58.44
Estimated Resident Population .98 4.1 15 17.6 62.2
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Percent of Students Receiving Special Education
Services by Race/Ethnicity and Disability
Category Ages 6-21 (http//www.IDEAdata.org,
2007)
Category American Indian/Alaskan Native Asian/Pacific Islander Black (Not Hispanic) Hispanic White (Not Hispanic)
Learning Disability 1.75 1.74 20.67 22.17 53.67
Speech or Language Impairments 1.37 3.27 15.21 19.44 60.71
Mental Retardation 1.32 2.21 31.92 15.05 49.50
Emotional Disturbances 1.60 1.17 28.84 11.80 56.59
Estimated Resident Population .95 4.25 14.98 19.39 60.43
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Number and percentage of children ages 6 through
21 served under IDEA, Part B, by educational
environment, race/ethnicity and state Fall 2010
https//www.ideadata.org/arc_toc12.asppartbLRE
Hispanic or Latino American Indian or Alaska Native Asian Black or African American Native Hawaiian or Other Pacific Islander White Two or More Races
Total 21.77 1.51 2.11 19.12 0.35 53.11 2.02
gt 80 21.43 1.54 1.98 16.87 0.24 55.86 2.09
40-79 21.28 1.86 1.80 20.27 0.53 52.29 1.98
lt40 26.12 1.16 3.09 25.43 0.46 41.76 1.98



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Number and percentage of children and students
ages 6 through 21 served under IDEA, Part B, and
as a percentage of the population, in the U.S.
and outlying areas, by gender and state Fall
2010 https//www.ideadata.org/arc_toc12.asppart
bLRE
Gender Male Female
Total 66.90 33.10
Total 3,895,455 1,927,353
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Number and percentage of students ages 6 through
21 served under IDEA, Part B, and as a percentage
of the population, in the U.S. and outlying
areas, by LEP status and state Fall 2010
https//www.ideadata.org/arc_toc12.asppartbCC
Number of students with disabilities served under IDEA, Part B Number of students with disabilities served under IDEA, Part B Percent of students served under IDEA, Part B Percent of students served under IDEA, Part B
Limited English Proficient English Proficient Limited English Proficient English Proficient
484,088 5,337,880 8.31 91.69

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PreK-12 Legislation Indirect Impact on
Postsecondary Education

• No Child Left Behind (NCLB) 2001
• Four Pillars of NCLB
• Stronger Accountability for Results
• More Freedom for States and Communities
• Proven Education Methods
• More Choices for Parents

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Four Pillars of NCLB

• No Child Left Behind is based on stronger
  accountability for results, more freedom for
  states and communities, proven education methods,
  and more choices for parents.
• Stronger Accountability for Results
• Under No Child Left Behind, states are working
  to close the achievement gap and make sure all
  students, including those who are disadvantaged,
  achieve academic proficiency. Annual state and
  school district report cards inform parents and
  communities about state and school progress.
  Schools that do not make progress must provide
  supplemental services, such as free tutoring or
  after-school assistance take corrective actions
  and, if still not making adequate yearly progress
  after five years, make dramatic changes to the
  way the school is run.

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More Freedom for States and Communities

• Under No Child Left Behind, states and school
  districts have unprecedented flexibility in how
  they use federal education funds. For example, it
  is possible for most school districts to transfer
  up to 50 percent of the federal formula grant
  funds they receive under the Improving Teacher
  Quality State Grants, Educational Technology,
  Innovative Programs, and Safe and Drug-Free
  Schools programs to any one of these programs, or
  to their Title I program, without separate
  approval. This allows districts to use funds for
  their particular needs, such as hiring new
  teachers, increasing teacher pay, and improving
  teacher training and professional development.

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Proven Education Methods

• No Child Left Behind puts emphasis on
  determining which educational programs and
  practices have been proven effective through
  rigorous scientific research. Federal funding is
  targeted to support these programs and teaching
  methods that work to improve student learning and
  achievement. In reading, for example, No Child
  Left Behind supports scientifically based
  instruction programs in the early grades under
  the Reading First program and in preschool under
  the Early Reading First program.

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More Choices for Parents

• Parents of children in low-performing schools
  have new options under No Child Left Behind. In
  schools that do not meet state standards for at
  least two consecutive years, parents may transfer
  their children to a better-performing public
  school, including a public charter school, within
  their district. The district must provide
  transportation, using Title I funds if necessary.
  Students from low-income families in schools that
  fail to meet state standards for at least three
  years are eligible to receive supplemental
  educational services, including tutoring,
  after-school services, and summer school. Also,
  students who attend a persistently dangerous
  school or are the victim of a violent crime while
  in their school have the option to attend a safe
  school within their district.

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Legal IssuesNo Child Left Behind (NCLB) from
AFT

• February 2004 U.S. Department of Education made
  two important policy changes with respect to the
  ELL subgroup and adequate yearly progress (AYP)
  calculations.
• DOE will now allow states to exempt students who
  are new to this country and to the English
  language from taking the reading/language arts
  content assessment for one year.
• still be required to also take a mathematics
  content assessment, with appropriate
  accommodations. States may, but would not be
  required to, include results from the math, and,
  if given, the reading/language arts content
  assessment in AYP calculations.
• will continue to count for NCLB's required 95
  percent participation rate.
• As required under Title III, ELLs will continue
  to be tested for English language proficiency.
• (2) The second recent change announced by the
  Department will allow states, for up to two
  years, to include in the ELL subgroup students
  who have attained English proficiency.

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NCLB and ELLs with Disabilities National Center
for Education Outcomes, 2005

• Approximately 9 of total population of students
  with disabilities are ELLs
• Many states have policies and guidelines in place
  for the inclusion of ELLs or for students with
  disabilities few have specific information in
  print or on the Web for those students who fall
  into both subgroups
• Results of study of 14 states reflected that most
  states in the early stages of determining how to
  most effectively accommodate English language
  learners with disabilities in large scale
  assessments.
• A common theme across states was utilization of
  both special education policy and ELL policy for
  determining assessment needs of ELLs with
  disabilities.
• Members of the IEP team were the primary
  participants in the decision making process

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Data regarding students with disabilities

• The percentage of students with disabilities
  graduating from high school with a diploma has
  risen steadily in recent years from 51.7 in 1994
  to 55.4 in 1998 (NCSPES, 2002).
• Data indicates that many students with
  disabilities are not being appropriately
  identified and served during childhood and
  adolescent years (National Council on
  Disabilities, 2003).
• The number of English Language Learners (ELLs)
  with disabilities is estimated at about 357,325
  nationwide (Zehler, Fleischman, Hopstock,
  Pendzick, Stephenson, 2003) or 9 of the total
  population of students with disabilities
  (Thurlow, M. L., Anderson, M.E., Minnema, J.E.,
  Hall-Lande, J. , 2005) .

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More Legal Issues

• IDE(I)A 2004
• Mandates the participation of all students,
  including students with disabilities, ELLs, and
  ELLs with disabilities in standard based
  instruction and assessment initiatives
• Schools shall not be required to take into
  consideration whether a child has a severe
  discrepancy between achievement and intellectual
  ability in oral expression, listening
  comprehension, written expression, basic reading
  skill, reading comprehension, mathematical
  calculation, or mathematical reasoning. (Section
  1414(b))
• Summary of Performance (SOP) For a child whose
  eligibility under special education terminates
  due to graduation with a regular diploma, or due
  to
• exceeding the age of eligibility, the local
  education agency shall provide the child with a
  summary of the childs academic achievement and
  functional performance, which shall include
  recommendations on how to assist the child in
  meeting the childs postsecondary goals Sec.
  300.305(e)(3)
• Universal Design the state educational agency
  shall, to the extent feasible, use universal
  design principles in developing and administering
  any assessments under this paragraph (IDEA- PL
  108-446, Section 612,16E, 2004)
• Americans With Disabilities Act of 1990
• No otherwise qualified individuals shall, solely
  by reason of their disabilities, be excluded from
  participation in, be denied the benefits of, or
  be subjected to discrimination in these programs
• Section 504 of the Federal Rehabilitation Act of
  1973
• Landmark Civil Rights Act for individuals with
  disabilities

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Summary of Performance and Transitionhttp//www.
nsttac.org/indicator13/sop.aspx
http//www.ldanatl.org/aboutld/adults/docs/SOP_Tem
plate.doc

• The Summary of Performance (SOP) is required
  under the reauthorization of the Individuals with
  Disabilities Education (Improvement) Act of 2004.
  The language as stated in IDEA 2004 regarding the
  SOP is as follows
• For a child whose eligibility under special
  education terminates due to graduation with a
  regular diploma, or due to exceeding the age of
  eligibility, the local education agency shall
  provide the child with a summary of the childs
  academic achievement and functional performance,
  which shall include recommendations on how to
  assist the child in meeting the childs
  postsecondary goals Sec. 300.305(e)(3).

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IDE(I)A 2004 (aligned with NCLB)

• Diagnosis of LD - A State must adopt, consistent
  with 34 CFR 300.309, criteria for determining
  whether a child has a specific learning
  disability as defined in 34 CFR 300.8(c)(10). In
  addition, the criteria adopted by the State
• Must not require the use of a severe discrepancy
  between intellectual ability and achievement for
  determining whether a child has a specific
  learning disability, as defined in 34 CFR
  300.8(c)(10)
• Must permit the use of a process based on the
  childs response to scientific, research-based
  intervention and
• May permit the use of other alternative
  research-based procedures for determining whether
  a child has a specific learning disability, as
  defined in 34 CFR 300.8(c)(10).
• A public agency must use the State criteria
  adopted pursuant to 34 CFR 300.307(a) in
  determining whether a child has a specific
  learning disability.34 CFR 300.307 20 U.S.C.
  1221e-3 1401(30) 1414(b)(6)
• Highly Qualified Teachers (HQT)
• Response to Intervention (RTI)
• Summary of Performance -For a child whose
  eligibility under Part B terminates under
  circumstances described above, the LEA shall
  provide the child with a summary of the childs
  academic achievement and functional performance,
  which shall include recommendations on how to
  assist the child in meeting the childs
  postsecondary goals. 34 CFR 300.305(e)(3) 20
  U.S.C. 1414(c)(5)(B)(ii)
• Mandates the participation of all students,
  including students with disabilities, ELLs, and
  ELLs with disabilities in standard based
  instruction and assessment initiatives

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Additional Legislation

• Assistive Technology Act of 1998 (AT
  ActP.L.105-394)
• The Tech Act focuses on consumer access
• Funds made available to include information and
  referral services, funding assistance and cash
  loans for devices, assessment for appropriate AT,
  equipment demonstration and try-out, equipment
  loan, and refurbished AT equipment
• English Language Acquisition, Language
  Enhancement, and Academic Achievement Act PL
  107-110
• To assist State educational agencies and local
  educational agencies, and schools to build their
  capacity to provide high-quality instructional
  programs designed to prepare limited English
  proficient children, including immigrant children
  and youth, to enter all-English instruction
  settings.
• State Legislation
• MD Senate Bill 467 (House Bill 59) Explore the
  Incorporation of the Principles of Universal
  Design for Learning into the Education Systems in
  Maryland http//mlis.state.md.us/2010rs/bills/hb/
  hb0059t.pdf

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IDEIA (2008) and Disability Categories -
Percentage of Students in Special Education
Disability Categories Nationally in Fall 2008
(IDEA 300.7 (Authority 20 U.S.C. 1401(3)(A) and
(B) 1401(26 National Center on Educational
Outcomes - http//movingyournumbers.org/purpose/st
udents.cfm
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Key Legislative Events Related to Language

• Title VI Civil Rights Act of 1964 Prohibited
  discrimination in Federally funded programs.
  Subsequently cited in many court cases. Basically
  stated that a student has a right to meaningful
  and effective instruction.
• Bilingual Education Acts of 1968 and 1974 Also
  known as Title VII. Provided supplemental funding
  for school districts interested in establishing
  programs to meet the "special educational needs"
  of large numbers of children of limited English
  speaking ability in the United States.
• May 25, 1970 Memorandum The Department of
  Health, Education and Welfare (HEW) issued an
  interpretation of the Title VII regulations that
  prohibited the denial of access to educational
  programs because of a students limited English
  proficiency.
• Equal Educational Opportunity Act of 1974
  Provided definitions of what constituted denial
  of equal educational opportunity. Among them is
  "...the failure by an educational agency to take
  appropriate action to overcome language barriers
  that impede equal participation by students in an
  instructional program."
• Lau vs. Nichols 1974 The US Supreme Court
  reaffirmed the 1970 Memorandum regarding denial
  of access and participation in an educational
  program due to inability to speak or understand
  English in a class action suit brought by Chinese
  speaking students in San Francisco against the
  school district.

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Additional Language-related Legislation

• Lau Remedies 1975 HEW established some basic
  guidelines for schools with Limited English
  Proficient (LEP) students. Discontinued by the
  Reagan Administration.
• Civil Rights Language Minority Regulations 1980
  Regulations including four basic components
  Identification, assessment, services and exit.
  Requirement that bilingual instruction be given
  by qualified teachers.
• Castañeda vs. Pickard 1981 Set the standard
  for the courts in examining programs for LEP
  students. Basically districts must have
• 1. A pedagogically sound plan for LEP students.
• 2. Sufficient qualified staff to implement the
  plan (includes hiring of new staff and training
  of current staff).
• 3. A system established to evaluate the program.
• Castañeda did not require bilingual education
  programs to meet these standards. It required
  only that "appropriate action to overcome
  language barriers" be taken through well
  implemented programs.
• Idaho vs. Migrant Council 1981 Established the
  legal responsibility of the State Department of
  Education to monitor implementation of programs
  for LEP students.
• Denver vs. School District No. 1 (Denver) 1983
  Used Castañeda vs. Pickard decision to evaluate
  the district program for LEP students.
• Illinois vs. Gómez 1987 State responsibility
  includes establishing and enforcing minimums for
  implementation of language remediation programs
  requirements for the redesignation of students
  from LEP to FEP (Fluent English Proficient)
  status.
• Teresa P. vs. Berkeley Unified 1987 Used
  Castañeda vs. Pickard decision to evaluate the
  district program for LEP students.
• California Legislation
• 1967 Governor Ronald Reagan signs SB 53, the
  legislation allowing the use of other languages
  of instruction in California public schools. This
  bill overturned the 1872 law requiring
  English-only instruction 
• June 3, 1998 Passage of Proposition 227 virtually
  banning bilingual education except under certain
  special conditions and establishing a one-year
  "sheltered immersion" program for all LEP
  students.

60
U.S. Department of LaborBureau of Labor
Statistics

• Teachers Special Education
• Excellent job prospects are expected due to
  rising enrollments of special education students
  and reported shortages of qualified teachers.
  Bilingual special education teachers and those
  with multicultural experience also are needed to
  work with an increasingly diverse student
  population.
• (http//www.bls.gov/oco/ocos070.htm)

61
Challenges for Bilingual Special Education

• Few states either recognize or certify for
  bilingual special education
• Special Education teachers rarely receive
  training in Bilingual and/or ESOL education
• And ESOL teachers rarely receive training in
  Special Education
• Appropriate assessment materials limited
• Limited and inconsistent training of
  diagnosticians
• Inconsistent programming
• Under- and Overrepresentation
• Take a moment to click on the hyperlink above
  diagnosticians and take the Self-Assessment
  Checklist at this url http//www11.georgetown.edu
  /research/gucchd/nccc/documents/Checklist.CSHN.doc
  .pdf

62
Challenges Specific to ELLs with Disabilities

• Paucity of materials appropriate for ELLs (most
  are in Spanish only)
• Not all diagnosticians adequately prepared to
  assess ELLs with disabilities
• The goal would be to conduct assessments in the
  individuals native language in order to get the
  most accurate picture
• As immigrant population increases, more ELLs may
  arrive on college campuses with previously
  diagnosed, or more often undiagnosed, LD ELLs
  with disabilities and/or their families may not
  understand how to access services.
• Few states recognize unique needs of bilingual
  special education students even in the PreK-12th
  grade settings enough to certify teachers as
  Bilingual Special Education specialists many
  states follow ESOL vs. Bilingual model
• Communication/instruction exclusively in English
  more problematic potential language and cultural
  barriers

63
Alignment of Instruction with State
Content/Performance Standards (OELA, 2003)
http//www.ncela.gwu.edu/files/rcd/BE021195/polic
y_report.pdf

• Instructional programs for ELLs with disabilities
  are not aligned with state content/performance
  standards to the same extent as are instructional
  programs for other students with disabilities
• In 89.8 of districts teachers of ELLs with
  disabilities received materials related to the
  general education curriculum, whereas materials
  specific to the curriculum for ELLs were only
  available in 47.9 of districts
• In 4 of districts, no curriculum materials were
  provided to teachers of ELLs with disabilities

64
Alignment of Instruction with State
Content/Performance Standards

• Training for applying content standards to ELLs
  is not offered to the same extent as training for
  applying content standards to other students.
  Teachers of ELLs with disabilities received
• General training for applying standards in 82.7
  of districts
• Training specific to the application of standards
  to ELLs in 41.7 of districts
• Training specific to the application of
  standards to ELLs with disabilities in 32.2 of
  districts

65
English Learners With Disabilities

• Five states and all 12 case study districts
  raised challenges associated with accurate
  identification of ELs with disabilities.
• As discussed at the beginning of this chapter,
  ELs represent a diverse group of students. Title
  III officials in four states specifically
  mentioned challenges associated with accurately
  identifying EL students who also had
  disabilities,and interviewees in all 12 case
  study districts mentioned the same challenges.
  Their common theme was the difficulty of
  disentangling learning difficulties from
  language barriers when determining whether ELs
  should receive special education services. As a
  result, ELs may be placed in special education
  programs even when they would not need these
  services, or conversely, ELs may not be placed in
  special education programs even when they could
  benefit from these services.
• Across the case study districts, students who had
  disabilities and were not proficient in English
  were typically identified as ELs first and
  subsequently received further consideration for
  special education. However, the actual
  identification process for special education
  varied. Four districts screened ELs for special
  education by following the same general
  procedures designed for non-ELs.
• Another seven districts included additional
  steps in the special education screening process
  to address the language issue when they screened
  ELs with disabilities. For example, six of the
  seven districts included teachers who specialize
  in EL instruction or a team of EL specialists in
  the special education team who screened ELs. The
  team considered students native language
  assessment results, nonverbal assessment results,
  and records of language support services
  received.
• The case study data indicate that districts were
  cautious about referring ELs to special education
  because of the difficulty in distinguishing
  learning difficulties from language barriers.
  Interviewees in at least three case study
  districts B, A, and J expressed concern over
  the delays this could cause in getting students
  the services they needed. For example, at least
  four case study districts H, K, G, and A
  discouraged immediate placement of ELs into
  special education in order to prevent
  overrepresentation of ELs in special education.
  Three of these districts required additional
  language interventions or strategies to be tried
  out before ELs were screened for special
  education .
• You might find additional information from this
  report of interest, as follows
• National Evaluation of Title III Implementation
  Report on State and Local Implementation, US
  Department of Education (2012, p. 33-34)
  http//www2.ed.gov/rschstat/eval/title-iii/state-l
  ocal-implementation-report.pdf

66
Learning is a Complex Neurological Process
http//fame.oln.org/udl/f2_18_173.html

• Students with Learning Disabilities, for example,
  activate larger and more diverse areas of the
  brain when they read. For children with dyslexia,
  disruption in the rear reading systems in the
  left hemisphere that are critical for skilled,
  fluent reading (Area B in Figure 2) leads the
  children to try and compensate by using other,
  less efficient systems (Area A in Figure 2 and
  systems in the right hemisphere).
• Hudson, R.F., High, L., Al Otaiba, S. (2007).
  Dyslexia and the brain What does current
  research tell us? Retrieved from
  http//www.ldonline.org/article/14907/

67
According to a recent study, students with
blindness or visual impairments utilize the
visual cortex when they kinesthetically "read"
Braille. In fact, the visual cortices clearly
responded to language, not to space. Moreover,
they were most active in response to high-level
language demands, just as the brains
traditional language centers are.
http//www.wired.com/wiredscience/2011/03/languag
e-and-blind-brains/ Students with Attention
Deficit Hyperactivity Disorder (AD/HD) may be
using different pathways to process information,
especially in working memory tasks. Individuals
with AD/HD showed a very different pattern of
blood flow in the brain while taking the test.
Instead of having activity in the frontal
regions, they had increased blood flow in the
basal ganglia, especially when their answers were
correct. The basal ganglia area is typically
associated with response readiness and motor
control.Read more http//www.umm.edu/news/releas
es/adhd.htmixzz1vkV77atU
68
At the neuronal level, a person who learns to
read in Chinese uses a very particular set of
neuronal connections that differ in significant
ways from the pathways used in reading English.
When Chinese readers first try to read in
English, their brains attempt to use
Chinese-based neuronal pathways. The act of
learning to read Chinese characters has literally
shaped the Chinese reading brain (Wolf, 2007, p.
5). Taken from Proust and The Squid The Story
and Science of the Reading Brain
69
American Multicultural Transitions

• 19th century Americanization model (merging all
  students into one American ideal)
• Melting Pot (1900s) cultural assimilation or
  amalgamation
• Salad Bowl
• Ethnic Stew

70
Worldview (based on Ibrahim, 1991)

• In its application, two things are necessary
• The worldviews of both the teacher and the
  student must be recognized and understood
  (including an awareness of the cultural
  identities of both parties), and
• the worldviews must be placed within a
  sociopolitical context, history of migration,
  acculturation level, languages spoken, and
  comfort with mainstream assumptions and values

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72
Scale to Assess World View (SAWV) (Ibrahim
Kahn, 1994)

• Nature
• people vs. nature orientation, including
  whether we believe people subjugate and control
  nature, live in harmony with nature, or accept
  the power and control of nature over people
• Time Orientation
• temporal focus, including whether we value and
  function according to the past, present, or
  future
• Activity Orientation
• preferred modality of human activity, including
  being, being-in-becoming, and doing
• Human Relationships
• relational orientation or how we function in
  social relationships, including
  linear-hierarchical, collateral-mutual, and
  individualistic
• Human Nature
• view of humankind, including good, bad, or
  immutable (a combination of good and bad). A
  person who believes that all human beings have
  the potential for good is at the opposite end of
  the continuum compared to someone who believes
  that most people are born with the propensity to
  do bad things

73
Worldview Model

• Sue (1981) offers the concept of a Worldview
  model in order to understand how one thinks and
  behaves in making decisions and interpreting
  events. This is a useful model to consider when
  working with families.
• Two psychological orientations
• locus of control (C) and
• focus of responsibility (R) and
• Two directions of force
• internal (I) and
• external (E).
• IC-IR  These individuals believe that success is
  the result of one's own efforts, and they have a
  strong sense of control over what happens.
• EC-ER  These individuals feel they have no
  control over what is happening and feel that such
  obstacles are not their responsibility either.
• IC-ER  These individuals realize they are able
  to affect their children's lives if given a
  chance, though they realize that outside barriers
  like prejudice might hinder their ability to
  succeed.
• EC-IR These individuals accept the dominant
  culture's definition of self responsibility, yet
  do not have any control over what is happening
  around them.

74
Expressing ourselves non-verbally in writing
Cross-cultural differences

• Western emoticons
• D laughing
• QQ crying
• X embarrassed
• ?_? look of disapproval

• Eastern emoticons
• (_) laughing
• (_) sad/crying
• (_) embarrassed
• m(__)m kowtow, as a sign of respect

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76
Non-verbal body language - Handshakes

• Handshakes can vary from culture to culture, and
  can even be different among individuals within
  the same culture. In parts of Northern Europe a
  quick firm one-pump handshake is expected. In
  parts of Southern Europe, Central and South
  America, a handshake is longer and warmer the
  left hand usually touches the clasped hands, the
  elbow, or even the lapel of the shakee. In
  Turkey, a firm handshake may be considered rude
  and aggressive. In certain African countries, a
  limp handshake is the standard. Men in Islamic
  countries usually do not shake the hands of women
  outside the family. In the highlands of New
  Guinea, the traditional greeting is for one
  person to extend a bent forefinger , which the
  other person pinches between his fore and middle
  fingers. Both hands are then rapidly pulled
  apart, causing the fore and middle fingers to
  make a "snapping" sound. The process is then
  repeated with the roles reversed.

77
Disability in Cross-Cultural Perspective (Groce,
1999)

• Cultures view disability in three ways
• By its cause
• By its effect on valued attributes
• By the status of the individual with a disability
  as an adult

78
Cultural Perspectives

• Collectivism (Asian, African American, Native
  American, Latino/a) vs. Individualism (European
  American)
• In Northern Mexico Botswana disability is
  evidence of God's trust in a parent's ability to
  care for a child
• African American parents may hold broader
  perceptions of normalcy and have a broader range
  of expectations for children's behavioral
  developmental milestones than do many educational
  professionals may also depend heavily on
  spiritual support
• Among Hispanics/Latinos, families often serve as
  a powerful support system and some conditions are
  viewed as reflection of individual differences
  rather than disability therefore, they adapt
  family and work roles to accommodate those
  differences. However, severe disability,
  especially developmental disability, is
  considered a stigma for many traditional Hispanic
  families some groups may use folk healing with
  professional interventions
• Asian families sometimes struggle with loss of
  face, feelings of guilt, privacy, desire to use
  traditional practitioners along with or in lieu
  of professionals
• Native American families may use belief in the
  interrelatedness of spirit and body and seek
  spiritual help in conjunction with mainstream
  practices

79
Medical Model vs. Cultural Model (Kalynapur
Harry, 1999)

• Medical Model
• Disability is a physical phenomenon.
• Disability is an individual phenomenon.
• Disability is a chronic illness.
• Disability requires remediation or fixing.
• Cultural Model
• Disability is a spiritual phenomenon.
• Disability is a group phenomenon (e.g., the
  family and society are causal agents).
• Disability is a time-limited phenomenon.
• Disability must be accepted, which affects
  whether the family seeks intervention.

80
Cultural Reciprocity (Kalyanpur Harry, 1999)

• Step 1 Identify the cultural values in your
  interpretation of a student's difficulties or in
  the recommendation for service.
• Step 2 Find out whether the family members being
  served recognize and value your assumptions, and
  if not, how their views differ from yours.
• Step 3 Acknowledge and give explicit respect to
  any cultural differences identified, and fully
  explain the cultural basis of your assumptions.
• Step 4 Through discussion and collaboration, set
  about determining the most effective way of
  adapting your professional interpretations or
  recommendations to the value system of this
  family.

81
Understanding Your Cultural Identity

• Teachers can also use Vaughn, Bos Schumms
  (2009) twelve cultural characteristics as a basis
  for self- assessment by examining their own
  values and morays as follows
• Time Perceptions of both time and timeliness.
• Space Measure of personal space when interacting
  with others.
• Dress and Food Examining whether there are
  different dress codes for different ages,
  genders, and socioeconomic background acceptable
  clothing and characteristic foods.
• Rituals and Ceremonies General rituals and
  ceremonies observed by the individual and his or
  her family measures of demonstrating respect.
• Work Values of employment, including age at
  which an individual should begin to work and type
  of work expected in the home and in the
  community, and comfort with collaboration.
• Leisure Opportunities for and ways of playing,
  relaxing, and enjoyment in the home and the
  community.
• Gender Roles An examination of specific tasks
  performed by males and females and expectations
  of each genders achievements, with attention
  given to specific subject areas.
• Status Examining family influences on ones
  place in society, and evaluating the role that
  schools and educators play in an individuals
  life as opposed to the influence of family on
  educational choices.
• Goals Identifying influential and attractive
  employment goals, the role of education in
  achieving those goals, and the educational
  expectations for the individual.
• Education Examining how the individual was
  taught at home, including exploring styles such
  as stories, analogies, direct instruction,
  nonverbal cues, imitation and modeling, corporal
  punishment, etc.
• Communication Exploring the significance of
  verbal and nonverbal communication for learning
  and teaching examining the function of silence,
  specific questions, rhetorical questions, and
  mode of discussion identifying the language(s)
  of communication and exploring the value of and
  intensity of reading and writing.
• Interaction Exploring how and whether the
  individual interacts individually, cooperatively,
  and competitively.

82
Cultural Characteristics and Collaboration with
Families (Orza, J. Medina,. J. 2011)

• Dealing with feelings of alienation
• Value extended family
• Facilitate positive parent-school relationships
• Maintain high expectations

83
Collaborating With Teachers, Administrators,
Support Personnel, and Family

• Emphasis on confidentiality
• Stress students self-advocacy and
  self-awareness/self-determination (teach if
  necessary)
• Develop a collaborative partnership with all
  parties including the student, if appropriate
• Provide adequate and equal services ESOL and
  Special Education

84
Myths of Second Language Acquisition and
Bilingualism

• Answer each of the following statements with
  true or false.
• 1. Adults learn second languages more quickly and
  easily than young children. T F
• 2. According to research, students in ESL-only
  programs, with no schooling in their native
  language, take 7-10 years to reach grade level
  norms. T F
• 3. A lot of immigrant children have learning
  disabilities, not language problems. They speak
  English just fine but they are still failing
  academically. T F
• 4. Older generations of immigrants learned
  without all the special language programs that
  immigrant children receive now. It was "sink or
  swim" and they did just fine! T F
• 5. Second language learners will acquire academic
  English faster if their parents speak English at
  home. T F
• 6. The more time students spend soaking up
  English in the mainstream classroom, the more
  they quickly they will learn the language. T
  F
• 7. Once students can speak English, they are
  ready to undertake the academic tasks of the
  mainstream classroom. T F
• 8. Cognitive and academic development in native
  language has an important and positive effect on
  second language acquisition. T F
• 9. The culture of students doesnt affect how
  long it takes them to acquire English. All
  students learn language the same way. T F

85
The IEP Process for CLDE (Collier,C. 2004)

• Set up and conduct IEP meeting
• Review Intervention and Evaluation information
• Identify all of the students needs
• Acculturation
• Cognitive learning styles
• Culture
• Experience
• Language
• Identify appropriate interventions and
  approaches, including Assistive Technology
• Dont forget about transition

86

• To ensure adequate instruction for
• students with LD Fletcher, Coulter, Reschly,
  Vaughn
• Identification must focus on assessments that
  are directly related to instruction.
• Services for struggling students must focus on
  intervention, not eligibility.
• Special education must focus on results and
  outcomes, not eligibility and process.
• Identification models that include RTI will
  lead to better achievement and behavior outcomes
  for students with LD and those at risk for LD.

87
Factors Related to Identification and Prevention
of Language-related Disabilities Lyon Fletcher

• Remediation rarely effective beyond 2nd grade
• Current measurement practices run counter to
  identifying LD prior to 2nd grade
• Federal policy and the sociology of public
  education allow ineffective policies to continue
  unchecked.
• Early intervention is key!

88
Response to Intervention Model NRCD
Baca/Fletcher

• Students receive high quality instruction in
  general education classroom
• Native language literacy should be priority
• General education instruction is research-based
• General education personnel play an integral role
  in curriculum assessment
• Use CBA and dynamic assessment
• Assessment focus on bilingual strengths
• Universal screening of academics behavior
• Continuous monitoring of performance identify
  difficulties
• Use of research-based interventions
• Systematic assessment of intervention
• Collect data on intervention efficacy and modify
  as needed

89
Essential Components of RTI
National Center on RTI - http//www.rti4success.or
g/
90
Response to Intervention
91
Response to Intervention Three-tiered Model

• Tier 1 General Education Research-based core
  curriculum
• Tier 2 Early Intervening Services - Increasing
  the time and intensity of the child's exposure to
  the core curriculum for children who do not
  appear to be responding appropriately to Tier 1
  instruction.
• Tier 3 Intensive Intervention - Includes many
  children who have been found eligible for special
  education and related services, and some who have
  not.

92
Alphabet Soup

• AYP adequate yearly progress
• Auditory Discrimination The ability to identify
  the differences between sounds.
• Automaticity The ability to complete a task
  without thinking of the step-by-step process.
  Reading requires automaticity, as does driving a
  car with standard transmission.
• BICS Basic Interpersonal Communication Skills
• CALP Cognitive Academic Language Proficiency
• CHC Model Catell-Horn-Carroll Theory of
  Cognitive Abilities
• Executive Functions The process of cognitive
  activity, including thought processes revolving
  around the ability to participate in and control
  directed, strategic, self-regulated, and
  goal-oriented behavior.

93
More Alphabet Soup

• Corroboration In looking at test results from
  different instruments, there should be
  confirmation between tests for similar skills.
  For example, you would expect to find similar
  results in tests and subtests that evaluated
  reading comprehension skills.
• Crystallized Intelligence Raymond Cattells
  theory that intelligence falls into two types
  crystallized (Gc) and fluid (Gf). Crystallized
  intelligence is made up of abilities that are
  influenced by acculturation. On the WJ-III, Gc
  may be measured by Verbal Comprehension and
  General Information.
• FAPE Free and Appropriate Education
• Fluid Intelligence Raymond Cattells theory
  that intelligence falls into two types
  crystallized (Gc) and fluid (Gf). Fluid
  Intelligence is affected by neurological and
  biological causes, as well as supplementary
  learning via interfacing with ones environs. On
  the WJ-III, Gf can be measured by Concept
  Formation and Analysis-Synthesis.
• LRE least restrictive environment

94
Principles of Assessment

• An assessment is only as good as the individual
  who interprets the data
• An assessment is a continuous, dynamic process
• A test is only a small sample of behavior a
  snapshot
• Any single test or observation in isolation is
  insufficient grounds for drawing meaningful
  diagnostic conclusions
• Academic or other difficulties are rarely
  attributable to a single cause
• Assessment is far more than determining an
  individuals weaknesses it is more important to
  ask, What can this student do?

95
Assessment of English language learners with
special needs should include the
followingadapted from Morrison

• Consideration of cultural and developmental
  information
• Collaboration of parents, teachers, counselors,
  psychologists, speech/language pathologists, and
  ESL specialists
• Determination of first language proficiency
• Determination of English Language Proficiency
• Examination of assessor's cultural assumptions
  and expectations
• Continual revision of the assessment instruments
  and procedures used

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97
Identification of English language learners with
exceptionalities should also include
consideration of the following factorsadapted
from Morrison

• Family history
• Developmental and health history
• First language and literacy development
• Previous schooling
• Cultural attitudes toward education
• Learning styles
• Learners current academic ability

98
Assessment of English language learners with
special needs should also include the following

• Consideration of cultural and deve