Service Delivery Options & Foundations of Intervention for ELLs w/ LI Flashcards
There is a range of options for ___ students who qualify for special education after ______ to ________ (RtI) has been found to be insufficient to meet their specific learning needs
Available options depend greatly upon the particular _____ ______ and what state it is in
There is a range of options for ELL students who qualify for special education after RESPONSE to INTERVENTION (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
Option 1
Consultative, ________ service provision in which ELL students ______ in the general education classroom and the teacher receives assistance from ______ education personnel, ESL teachers, and/or _______ staff members
Option 1
Consultative, COLLABORATIVE service provision in which ELL students REMAIN in the general education classroom and the teacher receives assistance from SPECIAL education personnel, ESL teachers, and/or BILINGUAL staff members
Option 2
____-___ services in English or, ideally, bilingual treatment conducted _ to _ times a week in specialist’s room
Usually group, but could be _________
Option 2
PULL-OUT services in English or, ideally, bilingual treatment conducted 1 to 2 times a week in specialist’s room
Usually group, but could be INDIVIDUAL
Option 3
Placement in regular _______ education or ________ English classroom with support from special education
Option 3
Placement in regular BILINGUAL education or SHELTERED English classroom with support from special education
- Option 4 and 5*
4. _________ English special education classroom hopefully with _______ language support using a bilingual teacher, tutor, etc.
5. ________ special education classroom
- Option 4 and 5*
4. MONOLINGUAL English special education classroom hopefully with PRIMARY language support using a bilingual teacher, tutor, etc.
5. BILINGUAL special education classroom
Kapantzoglou et al. (2016). Assessing measurement invariance
If ELL ch __________ and pulled out of class for treatment, may miss significant amounts of ________ in core subjects
We always have to ask when we pull ch out of class:
What are they _______?
How can we make _________ correspond with what they’re missing in the classroom?
Kapantzoglou et al. (2016). Assessing measurement invariance
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 TREATMENT correspond with what they’re missing in the classroom?
Sparks (2016; Education Week, vo. 35, Issue 30, s3-s6.)
In the ________ English stand-alone classroom, the _______ often focuses several hours of the day on ______ language instruction in addition to academic content
Students of all language backgrounds grouped by _______ proficiency levels so lessons can be tailored
Sparks (2016; Education Week, vo. 35, Issue 30, s3-s6.)
In the SHELTERED English stand-alone classroom, the TEACHER often focuses several hours of the day on DIRECT language instruction in addition to academic content
Students of all language backgrounds grouped by ENGLISH proficiency levels so lessons can be tailored
II. Language Impairment in ELL students: Foundations
____ requires students who speak a ______ language must be assessed in ____ the _______ language and English
Must show delays in _____ the primary language and ______ in order to be ________ as having a language impairment
True LI for ____ student if difficulties learning in _____ languages
II. Language Impairment in ELL students: Foundations
IDEA requires students who speak a SECOND language must be assessed in BOTH the PRIMARY language and English
Must show delays in BOTH the primary language and ENGLISH in order to be diagnosed as having a language impairment
True LI for ELL student if difficulties learning in BOTH languages
II. Language Impairment in ELL students: Foundations
The student with ___-appropriate L1 skills and ___ scores in English is ___ LI and is ___ a candidate for special education
Must make teachers and ___________ aware of the difference between a student with _____ underlying language learning ability who needs more time and ________ to English and the student who is truly __
II. Language Impairment in ELL students: Foundations
The student with AGE-appropriate L1 skills and LOW scores in English is NOT LI and is NOT a candidate for special education
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 and the student who is truly LI
There is increased focus on diverse students in our schools
No Child Left Behind Act (2001)–strong emphasis on achievement for ___-______, diverse, ___ students
________ by Every Student Succeeds Act (2010)
There is increased focus on diverse students in our schools
No Child Left Behind Act (2001)–strong emphasis on achievement for LOW-INCOME, diverse, ELL students
REPLACED by Every Student Succeeds Act (2010)
Every Student Succeeds Act (2010)
Requires ______ math and reading testing grades 3-8 and ____ in high school
Lets states set own _________ goals
Reduces _______ government’s role in dictating sanctions for ___-performing schools
Every Student Succeeds Act (2010)
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
Individuals with Disabilities Education Act (IDEA 2004):
______ _________ agencies (LEAs) are allowed to eliminate the __-achievement discrepancy gap that formerly was mandated in order to ______ students for many ______ education services
There is a greater emphasis on ___-_______ services
_______ may now use more _____ for early intervention
Individuals with Disabilities Education Act (IDEA 2004):
LOCAL EDUCATION agencies (LEAs) 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
There is a special focus (IDEA)
On children in - who don’t _________ qualify for special education but who need additional support —ELLs too
There is also a special _____ on children who are having difficulty developing their basic _______ skills, especially in the early grades
There is a special focus (IDEA)
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
The law also emphasizes (IDEA)
If a particular group of students, like ____ is overrepresented in special education, states will be required to provide coordinated, __________, early _________ programs for these students
Knowing that the laws are strict about who receives services we can look further at the definition of language __________ as a category for putting an ELL student on an ___
The law also emphasizes (IDEA)
If a particular group of students, like ELLs is overrepresented in special education, states will be required to provide coordinated, COMPREHENSIVE, early INTERVENTION programs for these students
Knowing that the laws are strict about who receives services we can look further at the definition of language IMPAIRMENT as a category for putting an ELL student on an IEP
B. ELLs with Language Impairment: Major Therapy Goals**
the ELL with an __ has ________ learning any language, learning L1 and English
B. ELLs with Language Impairment: Major Therapy Goals**
the ELL with an LI has DIFFICULTY learning any language, learning L1 and English
Recent research defines primary language impairment (PLI)—student has:
_________ language difficulties
_______ processing difficulties in ______ memory, attention, _____ of processing
We need to improve;
_______ skills
work directly on improving ________ processing skills
modify child’s _________ using the principles of _______ ______ for ________ (UDL)
Recent research defines primary language impairment (PLI)—student has:
UNDERLYING language difficulties
COGNITIVE processing difficulties in WORKING memory, attention, SPEED of processing
We need to improve;
LANGUAGE skills
work directly on improving COGNITIVE processing skills
modify child’s ENVIRONMENT using the principles of UNIVERSAL DESIGN for LEARNING (UDL)
- The Universal Design for Learning incorporates multiple means of:*
1. ____________ including visual, auditory, tactile, paper, digital
2. _________ including oral, written, and/or web-based projects
3. ___________, motivate students to sustain effort and maintain interest
- The Universal Design for Learning incorporates multiple means of:*
1. REPRESENTATION including visual, auditory, tactile, paper, digital
2. EXPRESSION including oral, written, and/or web-based projects
3. ENGAGEMENT, motivate students to sustain effort and maintain interest
Our ultimate goals:
Competent academic _______ skills meeting Common Core State Standards
Competent _____ skills
________ fulfillment and __________ success
Our ultimate goals:
Competent academic LANGUAGE skills meeting Common Core State Standards
Competent SOCIAL skills
PERSONAL fulfillment and VOCATIONAL success
- C. Choosing the Language of Intervention*
- When an ELL student is placed into therapy, a major consideration is the extent to which the student’s first language and English will be used in therapy.*
There are several ______ to be considered when this decision is being made
what is the ____ of the student’s proficiency in __ and _______?
ideal to support both __ and English in ________
Especially beneficial to introduce ___ concepts in L1 ____ and reinforce them in ______
The overall purpose of _________ with bilingual students who have language __________ is to effect ______ changes in both English and L1
- C. Choosing the Language of Intervention*
- When an ELL student is placed into therapy, a major consideration is the extent to which the student’s first language and English will be used in therapy.*
There are several FACTORS to be considered when this decision is being made
what is the LEVEL of the student’s proficiency in L1 and ENGLISH?
ideal to support both L1 and English in TREATMENT
Especially beneficial to introduce new concepts in L1 FIRST and reinforce them in ENGLISH
The overall purpose of INTERVENTION with bilingual students who have language IMPAIRMENTS is to effect POSITIVE changes in both English and L1
Mendez, Crais, Castro, & Kainz. (2015) (Feb. issue of Journal of Speech, Language, and Hearing Research)
A culturally and __________ diverse responsive ________ approach for young ______ dual language learners
Mendez, Crais, Castro, & Kainz. (2015) (Feb. issue of Journal of Speech, Language, and Hearing Research)
A culturally and LINGUISTICALLY diverse responsive VOCABULARY approach for young LATINO dual language learners
According to Mendez et. al. 2015
Ch who received ______ instruction in both _____ and English substantially __________ ch who were taught in English only
Presenting _____ vocab words in _____ first, English second promoted ______ learning
We must emphasize to all individuals involved with these students that:
Having a ________ impairment does not impede the ch in being able to “_____” two languages
Ch with ______ needs can and do become ________
According to Mendez et. al. 2015
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 first, English second promoted GREATER learning
We must emphasize to all individuals involved with these students that:
Having a LANGUAGE impairment does not impede the ch in being able to “HANDLE” two languages
Ch with SPECIAL needs can and do become BILINGUAL
Kay-Raining Bird et al. 2005:
Children with ____ Syndrome growing up in a ______-English bilingual environment were able to acquire ___ languages
They had a similar number of _________ words compared to a __________ English-speaking group of children with _____ Syndrome
Kay-Raining Bird et al. 2005:
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
Seung, Siddiqui, & Elder, 2006:
Research with a _______ child with ______ showed that learning _______ first had a positive impact on his rate of ______ acquisition
It also enabled him to continue his progress in ______
Seung, Siddiqui, & Elder, 2006:
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
*Reetzke, R., Zou, X., Sheng, L., & Katsos, N. (2015). *
_________ development in bilingually exposed ______ children with ___
Interviewed parents of _______ children with ___
Reetzke et al. 2015 found:
Being exposed to __ languages did not adversely affect ch
Still had good _______ development
*Reetzke, R., Zou, X., Sheng, L., & Katsos, N. (2015). *
COMMUNICATIVE development in bilingually exposed CHINESE children with ASD
Interviewed parents of CHINESE children with ASD
Reetzke et al. 2015 found:
Being exposed to 2 languages did not adversely affect ch
Still had good CHINESE development
A second factor to be considered in deciding the language of intervention is:
What _______ is used in the ____?
If the student’s __ is not reinforced or ________ in the school, the student may lose the ability to ___________ effectively with family members
A second factor to be considered in deciding the language of intervention is:
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
A third factor impacting our choice for the language of intervention is:
What ________ are available for conducting ________ in L1 as well as English?
It is ideal to have a SLP who is a _____ speaker of the student’s L1 to conduct _________.
SLP is often a __________ speaker of ______, it is ideal that SLP can work collaboratively with an interpreter or ______ ____________
A third factor impacting our choice for the language of intervention is:
What RESOURCES are available for conducting INTERVENTION in L1 as well as English?
It is ideal to have a SLP who is a FLUENT speaker of the student’s L1 to conduct INTERVENTION.
SLP is often a MONOLINGUAL speaker of ENGLISH, it is ideal that SLP can work collaboratively with an interpreter or BILINGUAL PARAPROFESSIONAL
Additive Approach:
Professionals do not ______ their old _________
Rather, they add to and ______ the existing _________ to take other cultures into account, in addition to the _______ culture
The _____ structure of the curriculum is not ______
Additive Approach:
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
__-____ students need caring ____ models
These ____ models can show students why a ______ education can _______ them
AT-RISK students need caring ROLE models
These ROLE models can show students why a HIGHER education can BENEFIT them
Encourage development and maintenance of the first or primary language
Many ____ students profit from having a specially assigned ____ buddy who speaks the ____ language they do.
Encourage use of the _______ language; don’t ever discourage students from speaking their _______ language.
Represent ______ languages by having _____ in key areas
Encourage development and maintenance of the first or primary language
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
Make sure the environment represents diversity
Display _____ and pictures representing various _______.
Create classroom _______ boards that show _______.
Use _________ materials that represent various cultural and _________ groups.
Make sure the environment represents diversity
Display OBJECTS and pictures representing various CULTURES.
Create classroom BULLETIN boards that show DIVERSITY.
Use INTERVENTION materials that represent various cultural and LINGUISTIC groups.
Other ways to incorporate multiculturalism
Providing ____ tales from various _______ backgrounds
Developing ______ units like Black History Month
Teaching the _____ group or class words, ______, songs in various _________
Other ways to incorporate multiculturalism
Providing FAIRY tales from various CULTURAL backgrounds
Developing THEMATIC units like Black History Month
Teaching the ENTIRE group or class words, PHRASES, songs in various LANGUAGES
Both mainstream and culturally and linguistically diverse students benefit when…
_______ and linguistically diverse materials and activities are an ______ part of speech-language therapy _______ and the curriculum of the ______ education classroom
Both mainstream and culturally and linguistically diverse students benefit when…
CULTURALLY and linguistically diverse materials and activities are an INTEGRAL part of speech-language therapy ACTIVITIES and the curriculum of the GENERAL education classroom
