English Learners With Learning Disabilities

This unique guide for special education teachers, teachers of English language learners, and other practitioners provides the foundational information needed to determine whether the language difficulties experienced by English language learners (ELLs) result from the processes and stages of learning a second language or from a learning disability (LD). The book addresses the following critical factors in detail: determining whether an ELL's struggles with reading in English are due to LD or language acquisition; characteristics of language acquisition that can mirror LD; different types of ELLS and why these differences are important; considering a student's "opportunity to learn" when determining whether he or she may have LD; common misconceptions and realities about ELLs and the second language acquisition process; ways that learning to read in English as a second or additional language differ from learning to read English as a first language, and how the differences can be confusing for ELLs; how schools can establish structure to facilitate the process of distinguishing between language acquisition and LD; how families are involved in the process; guidelines for determining which ELLs should be referred for evaluation; and what it means to use an ecological framework to determine whether ELLs have LD.

Make the right instructional and eligibility decisions to help your English Learners! Do your students' reading difficulties reflect language acquisition issues or a learning disability? Now in an updated second edition, this essential guide helps educators make informed choices about strategies and services to support English Learners, and includes: Nine common misconceptions that can lead to wrongful placement of students in Special Education A new chapter on evidence-based practices for success in teaching reading to students learning English Appropriate techniques to use when assessing students for special education Expanded coverage of Response to Intervention to include a multi-tiered system of supports (MTSS)

This resource offers educators evidence-based best practices to help them address the individual needs of English learners with academic challenges and those who have been referred for special education services. The authors include guidance and specific tools to help districts, schools, and classrooms use Multi-Tiered System of Supports (MTSS) and other interventions. “Provides excellent guidance for meeting the complex needs of English learners with true learning disabilities. An outstanding resource.” —Alba Ortiz, professor emeritus, The University of Texas at Austin “A wonderful resource for those who have the opportunity to serve English learners in the classroom, including those with academic challenges.” —Martha Thurlow, National Center on Educational Outcomes, University of Minnesota “Readers will find practical guidance and tools grounded in the latest research for teaching English learners.” —Diane Haager, professor, California State University, Los Angeles “A valuable tool that bridges the latest research and practice on bilingual special education.” —Claudia Rinaldi, Lasell College

No single method has proven effective in differentiating between English learner students who have difficulty acquiring language skills and those who have learning disabilities. As a result, schools, districts, and states struggle with this issue. Misidentified students can end up in classrooms or programs mismatched to their needs, which could hamper their educational achievement. Research describes key elements of processes that can help identify and suggest appropriate services for English learner students with learning disabilities, and some states incorporate these elements into operational procedures, guidelines, and protocols. This book describes these key elements to inform policymakers interested in developing more effective procedures for identifying, assessing, and supporting English learner students who may have learning disabilities.

This guidebook offers powerful, concrete ways to engage all middle and high school students -- especially English learners and students with other special needs -- in successful learning. Teachers will benefit from the practical, evidence-based approaches for teaching standards-based content in any subject area. School and district leaders will benefit from the sustainable schoolwide and districtwide practices that respect diversity and support inclusion. Authors John Carr and Sharen Bertrando provide invaluable insight, tools, and strategies, including: An effective framework for teaching diverse learners in any core discipline Specific steps and resources for helping students organize concepts, develop appropriate use of academic language, and communicate ideas effectively Rubrics identifying key characteristics of five English language proficiency levels, along with teaching strategies appropriate for each Methods for scaffolding assessments to ensure every student has a fair and accurate way to communicate what he or she is learning A lesson plan template for combining and putting into practice all of the ideas, approaches, and tools included in this guidebook

Develop and monitor high-quality IEPs for diverse learners High-quality IEPs are fundamental for guiding the educational process of and developing goals for students who require special education services. English learners (ELs) and other students with learning, emotional, or behavioral disabilities present unique challenges to educators responsible for referring, assessing, and placing them. This book guides educators through the process for creating high-quality IEPs for these K-12 learners. Readers will find: Practical guidance for developing and monitoring culturally and linguistically responsive IEPs Checklists, guides, and other reproducibles that support IEP development Case studies highlighting examples of appropriate IEPs

This edited book is intended to offer a practical guide for general, special, and bilingual/English as a second language educators working with English learners (ELs) with learning disabilities (LD) in the K-12 inclusive classroom. Authored by leading scholars with expertise in the fields of special and bilingual education, the book provides educators with a solid foundation of the growing demographics of ELs in our schools, an understanding of second language acquisition, and further knowledge of the referral, assessment, and identification process. A detailed discussion addresses cultural competence and the development of the individualized education program (IEP) and provides an overview of legal and instructional foundations for developing culturally and linguistically responsive (CLR) IEPs for diverse learners, with a specific focus on students with LD who are acquiring English as an additional language. Federal legislative mandates, required IEP components, and the significant role that families assume in quality IEP development is presented along with practical examples that demonstrate a strengths-based perspective for engaging colleagues and families in the development of CLR IEPs for ELs. The remaining chapters of the book provide content on the use of a multi-tiered systems of support (MTSS) framework, effective instructional practices, and research-based language and literacy interventions. To assist with the implementation of these interventions, a variety of co-teaching models are provided. Finally, the authors suggest ways to better communicate with parents and/or families to enhance collaboration between home and school.

This edited volume discusses the theoretical, ethical and practical considerations involved in the assessment of Second Language Learners (SLLs) with Specific Language Learning Disorders (SpLD), such as dyslexia and Attention Deficit and Hyperactivity Disorder, and with other disabilities like visual and hearing impairments. The volume contains 14 chapters. These explore various theoretical models and research findings that identify and evaluate the language and special needs of SLLs with SpLD and other disabilities and evaluate the effectiveness of the accommodation practices employed so far. The studies involve both high-stakes tests and classroom-based assessments conducted by professionals and researchers working in the areas of psychology, special education and second/foreign language testing and assessment from various countries around the globe, including the USA, Canada, New Zealand and European countries such as Italy, UK, Greece, Germany, and Slovenia. The volume accommodates high-quality submissions that cover a gap in a research area that has long been in need of theoretical and empirical attention. This volume will become a valuable point of reference and springboard for future research initiatives.