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roseberry 4th exam > service delivery options & foundations of intervention for ELLs w/ LI > Flashcards

service delivery options & foundations of intervention for ELLs w/ LI Flashcards

1
Q

Intro: options for ELL students who qualify for special education

A
  • There is a range of options for ELL students who qualify for special education after RtI has been found to be insufficient to meet their specific learning needs.
  • Available options depend greatly upon the particular school district and what state it is in
  • You have to find out what your particular school district offers
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2
Q

option 1

A

1.Consultative, collaborative service provision in which ELL students remains in the general education classroom and the teacher receives assistance from special education personnel, ESL teachers, and/or bilingual staff members

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3
Q

option 2

A
  1. Pull-out services in English (or, ideally, bilingual tx) conducted 1-2x a week in specialist’s room
    - Usually group, but could be indiv.
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4
Q

apantzoglou et al. (2016). Assessing measurement invariance for…Journal of Speech, Language, and Hearing Research, 59(2), 254-266

A
  • If ELL ch misidentified and pulled out of class for tx, may miss significant amounts of instruction in core subjects.
  • We always have to ask when we pull ch out of class: what are they missing? How can we make tx correspond with what they’re missing in the classroom?
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5
Q

option 3

A

3.Placement in regular bilingual education or Sheltered English classroom with support from special education

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6
Q

Sparks (2016; Education Week, vo. 35, Issue 30, s3-s6.)

A
  • In the Sheltered English stand-alone classroom, the teacher often focuses several hours of the day on direct lang instruction in addition to academic content
  • Students of all lang backgrounds grouped by English proficiency levels so lessons can be tailored
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7
Q

2 other options

A
  1. Monolingual English special education classroom (hopefully with primary language support using a bilingual teacher, tutor, etc.)
  2. Bilingual special education classroom
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8
Q

II.LANGUAGE IMPAIRMENT IN ELL STUDENTS: FOUNDATIONS:

Legal considerations

A
  • IDEA: students who speak a second language must be assessed in both the primary (first) language (L1) and English
  • Must show delays in BOTH the primary language and English in order to be diagnosed as having a language impairment (LI)
  • ELL student– true LI if difficulties learning in BOTH languages
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9
Q

-the student with….

A
  • age-appropriate L1 skills and low scores in English is NOT LI and is not a candidate for special education**
  • We must make teachers and administrators aware of the difference between a student with typical underlying language learning ability who needs more time and exposure to English (non special education) and the student who is truly LI (qualifies for special education).
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10
Q

There is increased focus on diverse students in our schools

A
  • No Child Left Behind Act (2001)–strong emphasis on achievement for low-income, diverse, ELL students
  • Replaced by Every Student Succeeds Act
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11
Q

Every Student Succeeds Act (signed by Obama on 12/10/15)

A
  • Requires annual math and reading testing grades 3-8 and once in high school
  • Lets states set own education goals
  • Reduces federal government’s role in dictating sanctions for low-performing schools
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12
Q

We must emphasize to all individuals involved with these students that

A
  • Having a LI does not impede the ch in being able to “handle” two langs
  • Ch with special needs can and do become bilingual
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13
Q

Kay-Raining Bird et al. 2005

A
  • Children with Down Syndrome growing up in a French-English bilingual environment were able to acquire two languages
  • They had a similar number of vocabulary words compared to a monolingual English-speaking group of children with Down Syndrome
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14
Q

Seung, Siddiqui, & Elder, 2006

A
  • Research with a Korean child with autism showed that learning Korean first had a positive impact on his rate of English acquisition
  • It also enabled him to continue his progress in Korean
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15
Q

**Reetzke, R., Zou, X., Sheng, L., & Katsos, N. (2015).

A
  • Communicative development in bilingually exposed Chinese children with Autism Spectrum Disorders. Journal of Speech, Language, and Hearing Research, 58, pp. 813-825.
  • Interviewed parents of Chinese children with ASD
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16
Q

Reetzke et al. 2015 found

A
  • Being exposed to 2 langs did not adversely affect ch

- Still had good Chinese development

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17
Q

Individuals with Disabilities Education Act (IDEA 2004):**​

A
  • LEAs (local education agencies) are allowed to eliminate the IQ-achievement discrepancy gap that formerly was mandated in order to qualify students for many special education services​
  • There is a greater emphasis on pre-referral services​​
  • Schools may now use more funds for early intervention
18
Q

There is a special focus

A

On children in K-3 who don’t technically qualify for special education but who need additional support —ELLs too​
​
There is also a special focus on children who are having difficulty developing their basic reading skills, especially in the early grades​
​

19
Q

The law also emphasizes…

A

-If a particular group of students (e.g., ELL students) is OVERREPRESENTED in special education, states will be required to provide coordinated, comprehensive, EARLY INTERVENTION programs for these students

20
Q

Knowing that the laws are strict about who receives services

A

We can look further at the definition of “language impairment” as a category for putting an ELL student on an IEP

21
Q

B. ELLs with Language Impairment: Major Therapy Goals

A

-As stated, the ELL with an LI has difficulty learning any language​
​-Difficulty learning L1 and English​

22
Q

Recent research defines primary language impairment (PLI)—student has:​

A 
-Underlying LANGUAGE difficulties​
​-COGNITIVE PROCESSING difficulties in ​
1) working memory, ​
2) attention, ​
3) speed of processing
23
Q

Thus, we need to do three things in intervention:​

A
  1. Improve lang skills​
  2. Work directly on improving cognitive processing skills​
  3. Modify ch’s environment using the principles of UNIVERSAL DESIGN FOR LEARNING (UDL)
24
Q

The Universal Design for Learning incorporates multiple means of

A
  1. Representation (visual, auditory, tactile, paper, digital)​
  2. Expression (oral and written, web-based projects)​
  3. Engagement (motivate students to sustain effort and maintain interest)
25
Q

Our ultimate goals:​

A

-Competent ACADEMIC lang skills (meeting Common Core State Standards)​
​-Competent SOCIAL skills​
​-Personal fulfillment and vocational success

26
Q

C. Choosing the Language of Intervention

A

-When an ELL student is placed into therapy, a major consideration is the extent to which the student’s first language (L1) and English will be used in therapy. ​
​-There are several factors to be considered when this decision is being made

27
Q

Choosing the Language of Intervention (PT2)

A

-First, what is the level of the student’s proficiency in L1 and English? **​
​-Ideal: SUPPORT BOTH L1 and English in tx​
​-Especially beneficial to introduce new concepts in L1 FIRST and reinforce them in English

28
Q

Overall purpose of intervention…

A

The overall purpose of intervention with bilingual students who have LIs is to effect POSITIVE CHANGES in BOTH English and L1.

29
Q

Mendez, Crais, Castro, & Kainz. (2015). A culturally and linguistically diverse responsive vocabulary approach for young Latino dual language learners (Feb. issue of Journal of Speech, Language, and Hearing Research)**​

A

-Ch who received vocab instruction in BOTH Spanish and English substantially outperformed ch who were taught in English only​
​-Presenting target vocab words in SPANISH 1st, English 2nd promoted greater learning​

30
Q

A second factor to be considered in deciding the language of intervention is:

A

-What language is used in the HOME?​
​-If the student’s L1 is not reinforced or developed in the school, the student may LOSE the ability to communicate effectively with FAMILY MEMBERS.​
​-In today’s world, more children are being cared for by GRANDPARENTS. If students can no longer effectively communicate with their grandparents (and other significant adults in their lives), valuable relationships are negatively impacted.​

31
Q

A third factor impacting our choice for the language of intervention is:

A

-What RESOURCES are AVAILABLE for conducting intervention in L1 as well as English? ​
​-It is ideal to have a speech-language pathologist (SLP) who is a fluent speaker of the student’s L1 to conduct intervention.​
​-However, the SLP is often a monolingual speaker of English. In this case, it is ideal of that SLP can work collaboratively with an interpreter or BILINGUAL PARAPROFESSIONAL who speaks the child’s L1 fluently ​

32
Q

Additive Approach

A

-Professionals do not discard their old curriculum​
​-Rather, they ADD TO and EXPAND the existing curriculum to take other cultures into account (in addition to the dominant culture)​
​-The basic structure of the curriculum is not altered

33
Q

Show interest in students’ home countries, languages, and cultures

A

-If students have lived in another country prior to coming to the U.S., or if they immigrate back and forth between their country and the U.S., I ask them questions about their HOME COUNTRIES
​-I also ask them to teach me some words in their languages. It is humbling for me, and students love being the “teacher!”​

34
Q

Try to convey the belief that it is “cool” to speak a different language and to have lived in another country.

A

Being bilingual and bicultural is special, and I try to convey to students that as adults in the workforce, they will be especially desirable.​

35
Q

Try to convey the belief that it is “cool” to speak a different language and to have lived in another country.

A

Being bilingual and bicultural is special, and I try to convey to students that as adults in the workforce, they will be especially desirable.​

36
Q

At Risk…

A

-need caring role models​

​-These role models can show students why a higher education can benefit them​

37
Q

Encourage development and maintenance of the first or primary language

A

-Many ELL students profit from having a specially assigned PEER BUDDY who speaks the same language they do. ​
​-Encourage use of the primary language; don’t ever discourage students from speaking their primary language.​
​-Represent various languages by having SIGNS IN KEY AREAS. For example, one school I worked in had the word “welcome” in 20 different languages on signs in the front office.​

38
Q

Make sure the environment represents diversity

A

-Display objects and pictures representing various cultures.​
​-Create classroom bulletin boards that show diversity.​
​-Use intervention materials that represent various cultural and linguistic groups.

39
Q

We can also incorporate multiculturalism by

A

Providing fairy tales from various cultural backgrounds​

40
Q

Other ways to incorporate multiculturalism:​

A 
-Developing thematic units —e.g. Black History Month, Cinco de Mayo, Chinese New Year, etc.​
​-Teaching the entire group or class words, phrases, songs in various langs
41
Q

Both mainstream and culturally and linguistically diverse students benefit when

A

Culturally and linguistically diverse materials and activities are an integral part of speech-language therapy activities and the curriculum of the general education classroom​
​

roseberry 4th exam (4 decks)

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