Adapted presentation by Soyoung Park Stanford Graduate School of Education ELL SCASS Meeting June 24 2014 1 Think of 2 or 3 important policy andor practice related questions about ELLs with disabilities that you would like to have answers to if they exist ID: 684938
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Slide1
ELLs with Disabilities: What the Literature Has to Say
Adapted presentation by Soyoung ParkStanford Graduate School of EducationELL SCASS Meeting June 24, 2014
1Slide2
Think of 2 or 3 important policy and/or practice related questions about ELLs with disabilities that you would like to have answers to (if they exist).
Please jot these questions down
2Slide3
Agenda
Part One:Who are English language learners with disabilities?Assessment and Identification ConcernsSmall Group DiscussionPart Two:
Issues of Representation
Instruction and Interventions
Small Group Discussion
Part Three:
Discussion: Lingering Questions
3Slide4
4
English Language Learners with Special Needs
Overview of the Literature
(77 articles)
Overview and Background
(6 articles)
Assessment and Identification
(22 articles)
Miscellaneous
(7 articles)
Representation
(18 articles)
Instruction and Intervention
(28 articles)Slide5
Who are ELLs with Disabilities?
Students who are eligible for both special education services and English language development/bilingual programs2009-2010 School Year:518,088 students with disabilities classified as LEP (8.5%)CA highest percentage of all ELLs identified as having disabilities (2%)
More than half of all states report providing
SpEd
services to less than 0.5% of ELLs
5
(Office of Special Education Programs Data Accountability Center, 2013)Slide6
Who are ELLs with Disabilities?
In 2009-2010, states reported the following languages most commonly spoken by ELLs with disabilities:6
Arabic (29 states)
Chinese (32 states)
Hmong (7 states)
Russian (7 states)
Somali (10 states)
Spanish (32 states)
Vietnamese (31 states)
(2009-2010 Consolidated State Performance Reports)Slide7
Who are ELLs with Disabilities?
Most common disability categories for ELLs:Specific learning disabilities (SLD)Speech/language impairments (SLI)Intellectual disabilities (ID; formerly MR)Emotional/behavioral disorders (EBD; formerly ED)
2006 OCR study: 88% of students with disabilities in need of ELD/bilingual instruction received it
Many children only get one or the other when need both
Many children get both when only need one or the other
7Slide8
Assessment and Identification
Challenge: disabilities v. language proficiency issuesWhat level of proficiency should ELLs acquire before referred for SpEd evaluation?Educators tend to jump to LD diagnosis
Lack of information on what educators need to understand about second language acquisition
Importance of considering instruction and interventions students already received (usu. in
RtI
model)
8Slide9
Assessment and Identification
Common characteristics in language development of ELLs and students with language related disabilities
Pronunciation
Phonological
omissions, substitutes, and/or additions
Syntax
Confusions with negation, word order,
and mood; grammatical errors
Semantics
Difficulty
with forms of figurative language like proverbs, metaphors, and similes
Discourse/Pragmatics
Poor comprehension, difficulty following directions, hard time completing tasks
(Case & Taylor, 2005; Chu & Flores, 2011)
9Slide10
Assessment and Identification
Problems with assessmentsEvaluations for SpEd eligibility all in EnglishNo adequate measures to determine when ELLs ready to be assessed in English
Evaluations tend to be linguistically complex
Referral process is subjective and biased
RtI
interventions rarely culturally relevant
One study finding: Psychological evaluation reports for ELLs tend to ignore state and professional guidelines on how to conduct nondiscriminatory assessments
(Figueroa & Newsome, 2006)
10Slide11
Assessment and Identification
Recommended assessment techniques11
Alternative and Supplementary Assessments
Analytic teaching
Curriculum-based assessment
Language sampling
Narrative analysis
Portfolio assessments
Approaches to Assessment
Multiple step process (
RtI
)
Collaborative teamsAssess in dominant languageTrained interpretersAssess cultural responsiveness of schoolSlide12
Discussion Questions
What stood out to you in the information presented about who ELLs with disabilities are? What stood out to you about issues related to assessment and identification of ELLs with disabilities?Is there anything else you would like to know more about regarding demographics of ELLs with disabilities or issues of assessment/identification?
What are common problems educators in your district face with regards to assessment/identification? What initiatives, if any, have been taken to address these problems?
12Slide13
Representation
Long history of overrepresentation of students with “low status” backgrounds in SpEd Blacks, Latinos and Native Americans tend to be overrepresented compared with whites and all studentsAsians tend to be underrepresented, with the exception of some Southeast Asian groups
English language learners tend to be disproportionately labeled LD and SLI
13Slide14
Representation
At national level, ELLs not overrepresented in SpEd14
(
Zehler
et al, 2003)Slide15
Representation
15
State
Relative risk ratio of being in
SpEd
% Districts with overrepresentation
Arizona
(Sullivan,
2011)
0.77
in 1999
1.9 in 2006
32% in 1999
42% in 2006
Texas(Linn & Hemmer, 2011)
2.46 in 20041.35 in 2010
94% in 200452% in 2010
Other studies focusing on single states with high ELL populations:Slide16
Representation
Consequences of disproportionate representation (Artiles et al, 2010):Over 1/3 of students with LD drop out of schoolCulturally and linguistically diverse students with LD less likely to go to college than white students with LD
Estimated range of youth with disabilities in detention, private & public correctional facilities: 30-70%
Disproportionate representation signals larger systemic issues and the need for more culturally responsive practice in schools
16Slide17
Instruction and Interventions
Recommendations for Classroom:Culturally responsive pedagogyPrimary language support/instruction
Actively involve students’ parents in learning
Regular dialogue between teachers and students
Oral language development
Collaborative learning tasks
Focus on developing higher order cognitive skills
17Slide18
Instruction and Interventions
Instructional practices and interventions shown to have positive outcomes for ELLs with disabilities18
Classroom instruction:
Instructional conversations
Sheltered content instruction
Peer assisted learning strategies (PALS)
Differentiated instruction using Gardner’s Multiple Intelligences
Fostering self-monitoring skills
The
Olé
Project
Interventions:Phonological awareness interventions
Embedded in writing and vocabulary lessonsCombined w/ token economyIntensive, small group reading interventionsSlide19
Instruction and Interventions
Teacher preparationLack of preparation to serve ELLs with special needs Rodriguez (2005): What do bilingual special education practitioners think is most needed in teacher prep programs?100 practitioners
85% proficiency in two languages
82% knowledge of assessments
79% planning and delivery of instruction
71% cultural competence
67% promoting and maintaining professionalism
19Slide20
Discussion Questions
20What stood out to you in the information
presented about the representation of ELLs in special education?
What stood out to you in the information presented about instruction and interventions for ELLs with disabilities?
Are there any other issues related to representation or instruction and interventions that you would like to know more about?
What are common problems educators in your state/district face with regards to these topic? What initiatives, if any, have been taken to address these problems?Slide21
Whole Group Share
What are some additional questions that you have? 21Slide22
22
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