1. Supporting English Learners with Disabilities
Ann-Michelle Neal, Kim Fratto - Utah State Board of Education
Autumn Steinke – Utah State Professional Development Network

2. Purpose of This Course Series

3. Purpose of This Course Series
Self-Paced
Variety of Audiences
Individuals
Groups
Focused Learning Tasks
Pause the training to complete the learning task

4. Course Objectives
What are the unique attributes, strengths, and needs of English Learners (ELs) and ELs with disabilitites?
What is the process of language acquisition for ELs?
What is WIDA and WIDA ACCESS?
How can teachers use WIDA ACCESS results to plan supports for EL students?
What steps prevent over-identification and under-identification of EL students in special education?
What considerations should be made prior to referral for special education?
What are frequently asked questions when an EL student is referred for special education?

5. What are the unique attributes, strengths, and needs of English Learners (ELs) and ELs with disabilities?
Course Objective 1

6. EL’s and Special Education
“A student cannot have a disability in
one language or a particular context
and not another. These special education needs
would manifest themselves across
languages and contexts.”
-WIDA RTI2 (2013)

7. Student Profiles Thiago Gabriela Young-sung in Brazil in U.S. in Korea
Name:
Thiago
Gabriela
Young-sung
Born:
in Brazil
in U.S.
in Korea
Home Language:
Brazilian Portuguese
Guatemalan Spanish
Korean
Home Language Skills:
can read and write in Portuguese, but probably below grade level
informal speaking and listening, does not read or write in Spanish
literate in Korean
Enrolled:
earlier this year
in Kindergarten
at the beginning of the year
Educational Background:
4 years of schooling in Brazil at 3 different schools with frequent absences
5.5 years in US school
half a year in US school
Background in English:
informal exposure outside of school
lifelong exposure in and out of school
formal grammar and vocabulary instruction in English in Korea
Domain:
L: 1.4
S: 1.2
R: 1.0
W: 1.0
L: 5.6
S: 4.7
R: 3.2
W: 2.3
L: 1.2
S: 2.3
R: 4.7
W: 3.3
Composite:
Oral: 1.3
Lit: 1.0
Comp: 1.1
All: 1.0
Oral: 5.1
Lit: 2.7
Comp: 3.9
All: 3.4
Oral: 1.7
Lit: 4.0
Comp: 3.6
All: 3.3

8. Charting the Can-Do Descriptors
Thiago
Gabriela
Young-sung
Overall: 1.0?
Overall: 3.4?
Overall: 3.3?

9. Learning Task #1: Guiding Principles
1. Download the Guiding Principles of Language Development document from Canvas
2. Read the 12 Guiding Principles
3. Underline what stands out to you. What had you perhaps not considered before? Discuss with your group or write a brief reflection on the new connections you have made.