2. A child with a learning disability has a neurological
disorder that makes processing and recalling
information and performing school tasks difficult.
English Language Learners with a learning disability
experience an even greater challenge in the classroom.
ENGLISH LANGUAGE LEARNERS
WITH SPECIAL NEEDS
3. It is important to determine if a student with limited English proficiency is
struggling due to second language acquisition or a learning disability.
Too often students with limited English proficiency are placed in special
education programs because their language skills are not accurately assessed.
Assessment should be conducted in the student’s strongest language and
evaluators must understand the language acquisition process.
ENGLISH LANGUAGE LEARNERS
WITH SPECIAL NEEDS
4. “collaboration between GE and special
education (SE) teachers, other specialist
(ESL/ELD, speech, reading), and/or staff
to work together to design appropriate
learning experiences for ELLs and ELLs
with LD. The author also suggests
research-based methods and strategies that
all teachers can use in the least restrictive
environment (LRE) to provide sheltered
instruction within the context of culturally
responsive pedagogy.” (Nguyen, 2012)
THE TEAM
6. Establish fundamental conditions for the classroom.
Elicit positive attitudes about the content being taught.
Present information is varying ways.
Have assessment focus on the student’s success as well as what needs
improvement.
MOTIVATION
7. “follow the same routines, use familiar procedures, and list the agenda for the
day on the board to provide ELLs with LD with external predictability ad
reduce the anxiety factor because these students are “environmentally
dependent” and possess little internal structure.” (Nguyen, 2012)
Vocabulary skills in the student’s first language may facilitate the learning in
the second language.
KEYS TO SUCCESS FOR THE ELL-
ESE STUDENT
8. Teachers need to address four dimensions of the student’s life:
Sociocultural
Linguistic
Academic
Cognitive
KEYS TO SUCCESS FOR THE ELL-
ESE STUDENT
9. Professional Development is critical for a teacher. He or she must continue
to grow in their knowledge of the teaching profession in order to meet the
needs of the student. Also, as a teacher we are to set the example for
continuing education.
FOR THE TEACHER
10. More research is needed to improve the
assessment of ELL students to ensure
accurate placement in ESE classes.
Continue to support the professional
development of teachers.
Education leaders are needed to encourage
and support the teachers in their daily
educational journey.
THE NEXT STEPS
11. Nguyen, H. (2012). General education and special education teachers
collaborate to support english language learners with learning disabilities.
Issues in Teacher Education, 21(1), 127-152.
Barker, H. B., & Grassi, E. (2011). Culturally responsive practices for the
special education eligibility process. AccELLerate!, 3(3), 2-4.
Gutierrez-Clennen, V., Simon-Cereijido, G., & Sweet, M. (2012) Predictors of
second language acquisition in Latino children with
specific language impairment. American Journal of Speech-Language
Pathology, 21(1), 64-77.
Holmes, M & Perez, D. (2010). Ensuring Academic Literacy for ELL Students.
American
Secondary Education, 38(2), 32-43.
REFERENCES
