By Jarice Butterfield, Ph. D. IEP Considerations for Students Served in Dual Immersion or other Bilingual Programs By Jarice Butterfield, Ph. D.

Language Acquisition Research Level of concept development of student in native language – the more concept development in native language means you will more readily develop it in English Hall, 1976 & Chan 1995

Study Supporting Native Language Literacy Transference to English

Study by Hagan, et. el. Continued

Study by Hagan, et. el. Continued

Study by Hagan, et. el. Continued

How To Determine the Best Language of Instruction for Bilingual Learners with Disabilities Hoover and Collier (1985) recommend consideration of the questions below, which are consistent with today’s educational settings for an inclusive DL education: What is the student’s native language – is there a primary language? What is the student’s level of proficiency in English? What is the student’s most proficient language – English or the native language? What native language instructional resources are available? What English language instructional resources are available? The student’s IEP must specify language instruction

Native Language Instructional Foundation (NaLIF) Recommends that IEP teams engage in a learner analysis in order to understand the biography of bilingual learners in order to determine the most optimal language of instruction. Specially, IEP teams should consider: Each learner’s linguistic ability in their first and second language their cognitive abilities academic learning aptitudes, and sociocultural life experiences. Each student’s native language is an important cognitive asset for acquiring new knowledge, skills, and capabilities. Use of the native language in teaching is of paramount importance because language provides a key foundation for students’ understanding, and is necessary in the provision of culturally competent instruction in bilingual settings. Retrieved from Rodrigues, 2016 http://www.colorincolorado.org/article/teaching-bilingual-learners-disabilities-integrated-co-teaching-dual-language-program#h-bilingual-learners-with-disabilities

Best Practices for Instruction for Bilingual Learners with Disabilities Klingner, Boele, Linan-Thompson, and Rodriguez (2014) identified the following essential components for bilingual learners with disabilities: Gen Ed and SPED teachers must be Culturally and linguistically responsive Instruction must be culturally and linguistically responsive Instruction must be relevant and appropriate to the needs of the learner based on their area of processing deficit(s) Explicit instruction should be provided to foster acquisition of English language while developing Spanish literacy Provide ongoing opportunities for the student to use of their native language

Evidence-based Spanish Native Language SAI in Reading for ELs Name of Program Description Publisher Contact Information Esperanza Evidence-based Orton Gillingham Reading Intervention in Spanish Valley Speech Language & Learning Center valleyspeechllc@att.net 956-504-2200 Fountis & Pinnell Literacy System Research –based Reading Intervention program in Spanish Fountis & Pinnell http://www.fountasandpinnell.com/ Español to English Designed to teach a studet with disabilities from Spanish literacy to Reading Mastery in English McGraw Hill Publishing https://www.nifdi.org/programs/ell-eld/espanol-to-english Imagine Espanol Direct instruction, balanced approach to Spanish Reading Imagine Learning https://www.imaginelearning.com/programs/espanol