 Orelus, Pierre. " Rethinking Literacy Development of Bilingual Students with Special Needs: Challenges, Struggles and Growth.” International Journal of Special Education 25.2 (2010):  Tovani, Cris. “ Do I Really Have to Teach Reading? Content Comprehension Grades 6-12.” Stenhouse Publishers, Maine.

 What is it about textbooks that turn students off of learning? Is it the way they are written? The content? The size? Whatever the reason may be, no matter what kind of learner you are trying to teach, the textbook is precisely where motivation goes to die. When teaching English Language Learners with Special Needs, who are not only learning a new language, but also a new culture, conquering the textbook is like climbing Mt. Everest! According to Orelus, the use of text sets, encouraging self- motivation, and familial support are three key factors in improving literacy development in Special Education Bilingual (SEB) students. SEB students want to achieve in school, just like their regular learning counterparts, the challenge however is that finding success in schools requires SEB’s to find and develop creative ways of using language to make meaning of texts often not designed for them (Orelus, 136).  This conference presentation will demonstrate the importance of literacy development in SEB’s through the use of text sets. When students are able to discover the meaning of words through unconventional methods, it is likely that a higher level of literacy will be achieved.

 Literacy development of special education students is a topic that has been at the center of debates revolved around school reforms.  Drawing on socio-cultural theoretical framework,the case study focus’s on the literacy development of a special education bilingual student, Angel.  A qualitative method is used to analyze texts Angel produced over the course of one academic year in order to examine in what way and to what degree he grew academically.  Findings suggest that the teaching practices of Angel’s teachers, his self-motivation, and support received from his family contributed to his literacy development.

 Orleus found that in using unconventional text, multiple intelligences, and innovative methods and strategies significantly improved Angel’s literacy.  At the beginning of the year, Angel was not able to form complete, cohesive, and meaningful sentences. By the end of one semester, he was writing essays and summarizing readings without the help of an educator.

 The use of accessible texts in the classroom is an effective way to ensure that all students of various reading levels are able to comprehend content information.  Text sets allow the students to practice reading strategies, note taking strategies, and comprehension strategies.  Unconventional teaching methods allow the students to take ownership of their learning.  Multiple Intelligences allows each students to learn the information in a way that is most effective to them.

 Accessible text: Online and offline texts, technology, letters, photos, journals, primary sources, menus, magazine articles, poems, etc.  Multiple Intelligences: Not all students learn the same, incorporate all types of intelligence into a unit (verbal, spatial, logical, musical, naturalistic, interpersonal, intrapersonal, and kinesthetic)  Small group work, less lectures: Students learn and grow from one another. The best way to learn is to teach!