Ell Sped

The ELL: Who should be referred for SPED services?

A Summary of English Language Learners with Special Education Needs Alfredo J. Artiles and Alba A. Ortiz (2002) Published by the Center for Applied Linguistics

• English language learners with the least amount of language support are most likely to be referred to special education. ELLs receiving all of their instruction in English were almost three times as likely to be in special education as those receiving some native language support.

Consequences • The dropout rates for English language learners are 15-20% higher than the overall rate for non-English language learners. This lack of academic success is also the cause for referrals of English language learners to special education.

1 and 2 language Ac. Sim st

• • • •

nd

Both are built through interaction with others Easier to learn social than academic language Easier to learn at younger ages Syntax develops naturally through immersion, learned through phrases • Fluency in 1st language makes fluency in 2nd easier • More background knowledge in 1st, more acquisition in 2nd

BICS • Basic Interpersonal Communication Skills (language of the playground and supermarket) • meaningful social context. – not very cognitively demanding. – not specialized. – These language skills usually develop within six months to two years after arrival in the U.S. http://www.everythingesl.net/inservices/bics_calp.php

Cognitive Academic Language Proficiency • Formal academic learning. – Includes listening, speaking, reading, and writing about subject area content material. – This level of language learning is essential to succeed in school. – Usually takes from five to seven years. – If a child has no prior schooling or has no support in native language development, it may take seven to ten years for ELLs to catch up to their peers. http://www.everythingesl.net/inservices/bics_calp.php

3 Categories of ELLs who will Experience Academic Difficulty Artiles and Ortiz (2002)

1. Deficiencies in their learning-teaching environment – Lack of effective ESL support

2. Those experiencing academic difficulties not related to a learning disability – Interrupted schooling, limited formal education, medical problems, – low attendance, high transiency, etc.

3. True ELLs in need of Special Education

Flow chart

• Is the student experiencing academic difficulties ?

Indicators that may characterize a genuine disability (Roseberry-McKibbin 2002): • • • • • • • • •

difficulty learning at a normal rate, even with assistance (especially in the L1) deficits in vocabulary (particularly when deficits also exist in the L1) communication difficulties at home and with peers of similar linguistic and cultural backgrounds family history of disability report by parents of slower development than siblings overreliance on gestures rather than speech (especially when also observed in the L1) need for frequent repetition and prompts during instruction (especially when also seen with instruction delivered in the L1) difficulty following directions, irrespective of language used serious qualitative and quantitative differences compared with peers when speaking the L1

Are the curricula and instructional materials known to be effective for the LEP?

• Classroom language adapted for LEP? • Activities adapted for the ELL? • Are language skills being taught explicitly? (This is also true for the student from a lower socio-economic level)

Has the problem been validated by: – Observations in a variety of settings? – Comparing the student to others from a similar background? – Parental perceptions? – Work samples? – BVAT?

Systematic efforts • • • •

Teacher Curriculum Instruction Student

Systematic efforts (T): Culture • Has the teacher gathered cultural information specific to the student and his/her family? – native/traditional versus immigrant group – parent interviews – student interviews – home visits

Systematic efforts (T): Language Proficiency • Were the student's linguistic characteristics addressed by the teacher in planning instruction? – Comprehensible input is provided. – Focus of instruction is on meaning rather than error correction. – There are opportunities for English language acquisition.

Systematic efforts Student Variables: Experiential Background • Are there any factors in the student's school history which may be related to the current difficulty? – – – –

attendance/mobility opportunities to learn program placement(s) quality of prior instruction

• Are there any variables related to family history which may have affected school performance? – lifestyle – length of residence in the U.S. – stress (e.g. poverty, lack of emotional support)

Systematic efforts More student variables: Culture Language Proficiency Learning Style Motivational influence • Is the student's self-concept enhanced by school experiences? • Is schooling perceived as relevant and necessary for success in the student's family and community?

Systematic efforts Exposure to the Curriculum • Were skills in question taught? • Did student receive adequate exposure to curriculum? – In his/her dominant language – sufficient practice to achieve mastery

• Was instruction sensitive to student's level of performance? – instructional, frustration, independent levels – higher level cognitive skills vs. basic skills

• Was adequate mastery of skills/concepts ensured prior to moving on to new material?

Systematic efforts • Does the teacher use alternative approaches when there is evidence of a learning difficulty? – teach – reteach using significantly different approaches – teach prerequisite skills

• Does the teacher use strategies that are known to be effective for language minority students? – – – – –

native language and ESL instruction genuine dialogue with students contextualized instruction collaborative learning self-regulated learning

Let’s look at some scenarios • http://www.danbury.k12.ct.us/pupilservwe b/squicmweb/scenarios.html