This document discusses best practices for teaching English Language Learners (ELLs) who also have special education needs. It notes that ELLs are projected to make up 25% of US students by 2025. The ecological assessment approach evaluates the instructional environment to determine if it is appropriate for ELLs and could help reduce disproportionate representation of ELLs in special education. Best practices identified include familiarizing oneself with students' IEPs, incorporating IEP goals into daily lessons, using students' cultural knowledge in lessons, providing accommodations like simplified language and extra time, and differentiating instruction through modified materials. Teachers should maintain high standards for ELLs with special needs.

1. ELLs and Spec Ed 32nd Annual NYS TESOL Applied Linguistics Winter Conference February 12, 2011

2. Artifacts/documents – lesson plans, class lit and activities Ells projected be 25% of US Ss by 2025 Educators struggling to separate SLA from Learning Disabilities Increase concerns about disproportionate reps of ELLs in spec ed Ecologial approach to assmt could eliminate inappr referrals

3. Ecological Assessment Klingner et al., 2008) Assess environment around the Ss evaluating instrucitonal approaches, curricula, materials to determine their appropriateness for ELLs Insights and current practices?

4. Wide Spectrum SLD (mild cognitive diorder, emotional behavioral support , LD Programs varied and teacher settings varied

5. Best Practices Identified in Research Familiarization with IEPs Revised yearly Identifies current level of achievement Defines and sets goals Includes strategies for these students Teacher participants had committed the IEPs of their students to memory IEPs were easily accessible for reference (keep binder with simplified chart of Ss indleanring needs on her desk, uses for quick reference and as guide for her lesson planning)

7. Providing Accommodations Modifications usually in testing that will compensate for various linguistic proficiencies of ELLs Simplified lang, bilingual materials, admin in L1, oral translations, group testing Simplified and modified language Slower rate of speech and repetition of ideas and questions Additional time (5-10 extra min standard)

8. Oral Translation Paras used more linguistically challenging classes like chem and natural to provide L1 support (these classes were Special ed classes in the content areas) Bilingual Materials Ex) translated lab materials – supplemental reference materials

9. Differentiated instruction Cited as solution for diverse populations – individualized materials and content Differentiated Materials – Vocab words bolder for visually impaired student Modify for student’s different needs Fluency – have Ss sing words and give visual cues for what students need to remember

10. High Standards Quality curriculum for ELLs with special needs maintain high standards (Hoover & Pattan, 2005) Teachers who hold the incremental view High standards for ELLs with special needs If the student is not encouraged at home, pushing the student to be motivated within the classroom Setting yearly goals with the student