1. Culturally and Linguistically Diverse Learners: Special Education and English as a Second Language Instruction Elba I. Rohena, EdD Department of Special Education Millersville University

2. Objectives At the end of the presentation the participants will: Describe the process of special education evaluation and programming as it pertains to CLD learners with disabilities. List important considerations for evaluation and programming for these learners.

3. More Objectives… Examine the dilemmas face by educators of English language learners/special education educators as related to the disproportionate representation of linguistically diverse learners in special education. Discuss strategies to solve the problem of disproportionate representation of linguistically diverse learners in special education.

4. Topics for Discussion Introductions Terminology IDEA 04’ Requirements Evaluation Programming Dilemmas faced by ESL and Special Educators Recommendations

5. Useful Terminology: How many do you know? CLD ELL ED, SLD, MR ER IEP CLD: Culturally and linguistically diverse ELL: English language learner ED, SLD, MR: emotional disturbance, specific learning disability, mental retardation ER: Evaluation report IEP: Individualized educational program

6. Special Education Federal Legislation Zero Reject Nondiscriminatory Identification and Evaluation Free, Appropriate, Public Education (FAPE) Least Restrictive Environment (LRE) Due Process Safeguards Parent and Student Participation and Shared Decision Making

7. Assessment Considerations Multidisciplinary teams must assure that the student’s difficulties are the result of a disability and NOT a lack of instruction or second language acquisition. Assessment procedures must be valid. Administered in the language and form most likely to yield accurate academic developmental and function information; unless is not feasible to so provide or administer.

8. More Assessment… Information to parents must be provided to the extent possible, in their preferred mode of communication. For assessment of SLD - it is not required to take in consideration severe discrepancy between achievement and intellectual ability. - may use a process that determines if the child responds to scientific, research-based interventions as part of the evaluation.

9. Program Considerations The IEP must include: A statement of the child’s present levels of academic achievement and functional performance. Measurable annual goals. Description of how progress toward goals will be measured and how progress will be reported.

10. More Program… Statement of services provided based on peer-reviewed research to the extent practicable. Statement of appropriate accommodations necessary to measure academic achievement and functional performance.

11. A Minute to Reflect! “ Schools need to become places whose goal is facilitating the process of learning for life. They must become places where all learning is perceived as valuable and as a foundation on which more learning can be built; where everyone learns rather than simply where students come to be sorted and prioritized to separate the more able from the less able”. Harry and Anderson, 1992

12. The Dilemma Grupp, L.L. (2004). Felipe’s story: In response to the National Research Council report. Multiple Voices, 7(1), 1-15. National Research Council Report Biological and social/contextual factors. The school experience Referral and assessment practices. Benefits of special education of gifted education for these learners.

13. Three Questions to Ponder Whether students from culturally and linguistically diverse backgrounds receive equitable and appropriate educational opportunities? Is special education a benefit or a risk? What are the ideal educational contexts for students from culturally and linguistically diverse backgrounds?

14. Felipe’s Story “ When I met Felipe he was in fourth grade. He had very strong oral language skills with deficits in reading and writing. He was a strong auditory learner who relied in memory to accomplish academic tasks…” (Taken from Grupp, 2004).

15. Significant School and Family Story Second Grade Third Grade Fifth Grade Sixth Grade Seventh Grade Going to Eight Grade

16. Factors Influencing Teaching and Learning Language Cultural and Social Factors Pre referral Interventions Collaboration

17. Language The need to consider strengths rather language needs. Effectiveness of bilingual education. Effective instruction begins with a classroom environment that fosters academic success and is supported by high-quality instructional strategies.

18. Cultural and Social Factors CLD learners should be considered holistically with recognition of the various influences that impact the learning process.

19. More Cultural and… Models and approaches that have been demonstrated to be effective for CLD learners are: - Funds of knowledge. - Meaningful uses of language. - Curricular design that builds on a learner’s prior knowledge, language and cultural background enhances learning and promotes self esteem.

20. Pre Referral Interventions Ortiz (1997) suggests a two phases intervention system Phase I: Prevention Phase Phase II: Problem Solving Phase Ortiz (2002) maintains that educators fail to distinguish students with disabilities from students whose teaching environment is deficient. Inappropriate referral, identification, and assessment processes greatly contribute to the problem.

21. More Pre Referral… In problem solving approaches learners would be recognized for their strengths.

22. Collaboration All educators involved in teaching learners from culturally and linguistically diverse backgrounds communicate and work together. Identify common points of understanding from within the family’s belief system to initiate positive dialogue. Use a “cultural broker”.

23. Implications to Practice Pre service and In service educators Need to be prepared to design and implement relevant pedagogy that emphasizes learner’s strengths and rich experiences. Ways to collaborate with professionals and families. Schools A commitment for providing appropriate programming options for English language learners. Use assessment models that do not rely in standardized tests. Facilitate positive home- school relationships.

24. “All our students deserve to dream. Teachers and schools are in the best position for ‘creating a chance’ to do so. This means developing conditions in schools that let students know that they have the right to envision other possibilities beyond those imposed by traditional barriers of race, gender, or social class. It means, even more importantly, that those barriers can no longer be viewed as impediments of learning” Nieto, 1992