Make appropriate instructional and eligibility decisions for English language learners!
This research-based guide offers educators proven methods for determining when English language learners (ELLs) are having reading difficulties that are related to the language acquisition process and when students' performance issues might be linked to learning disabilities. Each chapter includes practical ideas, suggestions, and checklists for easy reference and use in assessment and referral efforts. An excellent resource for general and special education teachers and service providers, the text provides an overview of the language acquisition process and offers a variety of best practices to prevent inappropriate referrals of ELLs to special education. Additionally, to help teachers meet NCLB and IDEA 2004 requirements, the authors outline:
... Assessment techniques for identifying learning disabilities and measuring proficiency in English as a second language
... Instructional tips for working with ELLs who struggle with reading
... A multi-tiered, data-driven intervention model to assist in determining a student's learning needs
... The role of Response to Intervention (RTI) in instruction
"Tackles the very difficult issue of why ELLs are disproportionately represented in special education and how, as educators, we need to look at our instruction and assessment to verify that there is a true need for referral versus a lack of understanding of the language acquisition process."--Christine Engel, ESL Teacher, Webster Stanley Elementary School, Oshkosh, WI
Janette K. Klingner was a bilingual special education teacher for ten years before earning a PhD in Reading and Learning Disabilities from the University of Miami. She has coauthored or co-edited books include Teaching Reading Comprehension to Students With Learning Difficulties, Methods for Teaching Culturally and Linguistically Diverse Exceptional Learners , Case Studies in the Social Construction of Disability: Minority Students in Special Education, Evidence-Based Practices for Response to Intervention, and Why Are so Many Minority Students in Special Education?: Understanding Race and Disability in Schools.
John J. Hoover is a former K-12 special education teacher for students with learning disabilities and emotional/behavior disorders in several states in the Midwest, West, and Southwest. Publications include Differentiating Learning Differences from Learning and Behavioral Disabilities: Teaching Diverse Learners through Multi-tiered Response to Intervention; titles coauthored or coedited include Methods for Teaching Culturally and Linguistically Diverse Exceptional Learners; Curriculum Adaptations for Students with Learning and Behavior Problems: Differentiating Instruction to Meet Diverse Needs; and Teaching Study Skills to Students with Learning Problems. He earned a BA in elementary and special education (mental retardation), an MA in learning disabilities and emotional disorders with an emphasis in reading, and a PhD in curriculum, specializing in special education.
Leonard M. Baca has been a professor of education at the University of Colorado-Boulder since 1973. He has taught courses in bilingual and bilingual special education and served as the program chair. Baca is founder and director of the BUENO Center for Multicultural Education. He is the author of The Bilingual Special Education Interfaceand articles dealing with English language learners with disabilities. He earned his EdD from the University of Northern Colorado.
152 pages. 2008