bilingual special education interface developing ieps for exceptional language minority students
TRANSCRIPT
Bilingual Special Education Interface
Bilingual Special Education Interface
Developing IEPs for Exceptional Language Minority Students
Developing IEPs for Exceptional Language Minority Students
IDEA 2004:What’s in an IEP?
IDEA 2004:What’s in an IEP?
Definition: IEP means a written statement for each child with a disability that is developed, reviewed, and revised in accordance with IDEA
Includes: Statement of child’s present levels
Academic achievement Functioning performance How disability affects involvement and progress in general
education curriculum Ability to take standardized assessments with the rest of
the class. If not, alternate benchmarks must be provided
Definition: IEP means a written statement for each child with a disability that is developed, reviewed, and revised in accordance with IDEA
Includes: Statement of child’s present levels
Academic achievement Functioning performance How disability affects involvement and progress in general
education curriculum Ability to take standardized assessments with the rest of
the class. If not, alternate benchmarks must be provided
IDEA 2004:What’s in an IEP?
IDEA 2004:What’s in an IEP?
Includes: Statement of measurable, annual goals
These goals meet the child’s needs toward the purpose of involvement in the general curriculum.
Goal must meet each of the educational needs. Description of how to measure progress toward
meeting these goals. Description of how to report the data on this
progress. Statement of special education, related
services, supplementary aids, and services Statement of program modifications provided
Includes: Statement of measurable, annual goals
These goals meet the child’s needs toward the purpose of involvement in the general curriculum.
Goal must meet each of the educational needs. Description of how to measure progress toward
meeting these goals. Description of how to report the data on this
progress. Statement of special education, related
services, supplementary aids, and services Statement of program modifications provided
IDEA 2004:What’s in an IEP?
IDEA 2004:What’s in an IEP?
Includes: Description of how all educational and
extracurricular needs to be met. Description of the the extent and why
the child will not be in a general education class
Description of any transition services to move from high school to after graduation
Includes: Description of how all educational and
extracurricular needs to be met. Description of the the extent and why
the child will not be in a general education class
Description of any transition services to move from high school to after graduation
IDEA 2004:IEP Special Considerations
IDEA 2004:IEP Special Considerations
Strengths of the child Concerns of the parents
for enhancing the education of their child;
Results of the initial evaluation or most recent evaluation of the child
Academic, developmental, and functional needs.
Need for assistive technology
Strengths of the child Concerns of the parents
for enhancing the education of their child;
Results of the initial evaluation or most recent evaluation of the child
Academic, developmental, and functional needs.
Need for assistive technology
Use of positive behavioral interventions and supports along with other strategies when needed.
LEP: “the language needs of the child as such needs relate to the child.”
Blind/ VI: use of Braille Deaf/ HH:
Communication needs
Use of positive behavioral interventions and supports along with other strategies when needed.
LEP: “the language needs of the child as such needs relate to the child.”
Blind/ VI: use of Braille Deaf/ HH:
Communication needs
Specific Needs of ELL with Disabilities
Specific Needs of ELL with Disabilities
Language of instruction for each goal. Instructional strategies accounting for L2
acquisition. Curricula and materials used accounting for L2
acquisition. Culturally appropriate motivators. Who will provide services, monitor progress,
and do annual reviews? Who will coordinate efforts from all of the
professionals? Type of Language Intervention.
Language of instruction for each goal. Instructional strategies accounting for L2
acquisition. Curricula and materials used accounting for L2
acquisition. Culturally appropriate motivators. Who will provide services, monitor progress,
and do annual reviews? Who will coordinate efforts from all of the
professionals? Type of Language Intervention.
Types of Language Interventions
Types of Language Interventions
Language Enrichment: Student has L2 enough, but may need some support. Can be done mostly in English
Language Development: Students need more information on academic language use and formal language use. Can be done mostly in English.
Remediation: Program to help acquire critical language competencies and/or learn strategies to help them compensate for the disability. Will need L1 and English or ESL.
Language Enrichment: Student has L2 enough, but may need some support. Can be done mostly in English
Language Development: Students need more information on academic language use and formal language use. Can be done mostly in English.
Remediation: Program to help acquire critical language competencies and/or learn strategies to help them compensate for the disability. Will need L1 and English or ESL.
Language of InstructionLanguage of Instruction
Native Language Instruction: Goal to get CALP in L1 to later get CALP in L2 and taught in L1 so they can learn general ed. curriculum while learning L2.
English as a Second Language: Use of ESL (English-only) techniques to teach curriculum.
Instruction in English With no Other Support: Should only be done when child demonstrates no need for further support because they have CALP of 4-5.
Native Language Instruction: Goal to get CALP in L1 to later get CALP in L2 and taught in L1 so they can learn general ed. curriculum while learning L2.
English as a Second Language: Use of ESL (English-only) techniques to teach curriculum.
Instruction in English With no Other Support: Should only be done when child demonstrates no need for further support because they have CALP of 4-5.
Information Needed by all Service Providers
Information Needed by all Service Providers
Service Providers: ESL or Bilingual Teacher General Education Teacher Special Education Teacher
What they need to know: How 2nd languages are acquired How culture impacts learning How SES impacts learning Cultural and linguistic learning styles
Service Providers: ESL or Bilingual Teacher General Education Teacher Special Education Teacher
What they need to know: How 2nd languages are acquired How culture impacts learning How SES impacts learning Cultural and linguistic learning styles
Discussion: ELL Teaching Strategies
Discussion: ELL Teaching Strategies
Review information on pages 202-206. Come up with some suggestions to
give to teachers who are trying to decide the best ways to provide services to ELL child who is struggling with reading and exhibiting conduct problems.
Describe each point in terms of general techniques and specific suggestions.
Review information on pages 202-206. Come up with some suggestions to
give to teachers who are trying to decide the best ways to provide services to ELL child who is struggling with reading and exhibiting conduct problems.
Describe each point in terms of general techniques and specific suggestions.
Least Restrictive Environment
Least Restrictive Environment
Typical Environment ELL Only SPED (many times this is all day) Only Bilingual Ed/ ESOL (many times this is all
day) Better would be
SPED trained to work with bilingual/ ESOL methods
Bilingual Ed/ ESOL trained to work with SPED methods
Trained paraprofessional under close supervision of both Bilingual Ed/ ESOL and SPED
Typical Environment ELL Only SPED (many times this is all day) Only Bilingual Ed/ ESOL (many times this is all
day) Better would be
SPED trained to work with bilingual/ ESOL methods
Bilingual Ed/ ESOL trained to work with SPED methods
Trained paraprofessional under close supervision of both Bilingual Ed/ ESOL and SPED
Specific Possible Placements
Specific Possible Placements
Full-time bilingual ed with modifications Full time general ed with ESOL and
modifications SPED consults with both general ed and
bilingual ed/ ESOL to plan instruction Resource for both SPED and bilingual
ed/ ESOL Full-time SPED with considerations
made for linguistic and culturally differences.
Full-time bilingual ed with modifications Full time general ed with ESOL and
modifications SPED consults with both general ed and
bilingual ed/ ESOL to plan instruction Resource for both SPED and bilingual
ed/ ESOL Full-time SPED with considerations
made for linguistic and culturally differences.
IDEA 2004:Who makes up the IEP
team?
IDEA 2004:Who makes up the IEP
team? The parent of the child Not less than 1 regular education teacher (if
the child participates in regular education) Not less than 1 SPED teacher LEA representative
Can provide or supervise provision of specialized instruction designed to meet the child’s needs
Knows about the general education curriculum Is knowledgeable about local resources
The parent of the child Not less than 1 regular education teacher (if
the child participates in regular education) Not less than 1 SPED teacher LEA representative
Can provide or supervise provision of specialized instruction designed to meet the child’s needs
Knows about the general education curriculum Is knowledgeable about local resources
IDEA 2004:Who makes up the IEP
team?
IDEA 2004:Who makes up the IEP
team? An individual to interpret results of
evaluation Anyone else who has knowledge of
the child or related services The child (when appropriate)
An individual to interpret results of evaluation
Anyone else who has knowledge of the child or related services
The child (when appropriate)
Barriers to Bilingual Parental Participation in
IEP Meeting
Barriers to Bilingual Parental Participation in
IEP Meeting Communication problems (Correa, 1989; Gault, 1989;
Harry, 1992a; Lynch & Stein, 1987; Turnbull & Turnbull, 1982).
Cultural differences (Gault; Harry, 1990, 1992a; Lynch & Stein; Sanchez, 1996).
Lack of school knowledge and/or parental knowledge (Gallegos & Gallegos, 1988; Harry, 1990 1992a; McKinney & Hocutt, 1982).
Feelings of disconnection with or intimidation by the school (Correa; Sanchez; Yates & Ortiz, 1998).
Educational level of the child (Epstein & Dauber, 2001).
Communication problems (Correa, 1989; Gault, 1989; Harry, 1992a; Lynch & Stein, 1987; Turnbull & Turnbull, 1982).
Cultural differences (Gault; Harry, 1990, 1992a; Lynch & Stein; Sanchez, 1996).
Lack of school knowledge and/or parental knowledge (Gallegos & Gallegos, 1988; Harry, 1990 1992a; McKinney & Hocutt, 1982).
Feelings of disconnection with or intimidation by the school (Correa; Sanchez; Yates & Ortiz, 1998).
Educational level of the child (Epstein & Dauber, 2001).
What Bilingual Parents Know About the IEP
What Bilingual Parents Know About the IEP
When Harry (1992a) asked Hispanic families she was working with to show her a copy of their children’s papers, all of them had a copy of the IEP, but none of them knew what it was called or what it said.
Gallegos and Gallegos (1988) found that a majority of Hispanic parents reported they could not understand the forms being sent home from the school. Report cards and IEPs were discussed specifically.
Lynch and Stein’s study, when parents did know what an IEP was, only 55% of the Hispanics knew what services were listed on it.
When Harry (1992a) asked Hispanic families she was working with to show her a copy of their children’s papers, all of them had a copy of the IEP, but none of them knew what it was called or what it said.
Gallegos and Gallegos (1988) found that a majority of Hispanic parents reported they could not understand the forms being sent home from the school. Report cards and IEPs were discussed specifically.
Lynch and Stein’s study, when parents did know what an IEP was, only 55% of the Hispanics knew what services were listed on it.
Information for all Multidisciplinary Teams
Information for all Multidisciplinary Teams
Multidisciplinary Teams Usually consist of all or most of the members of
the IEP team For ELL, translator is required. Multicultural Expert really is needed
What they need to know Is the problem a disability or is it something else
(language, culture, SES, lack of educational opportunity).
Know how to interpret basic assessment data. Know how to use that data to implement
intervention strategies
Multidisciplinary Teams Usually consist of all or most of the members of
the IEP team For ELL, translator is required. Multicultural Expert really is needed
What they need to know Is the problem a disability or is it something else
(language, culture, SES, lack of educational opportunity).
Know how to interpret basic assessment data. Know how to use that data to implement
intervention strategies
IDEA 2004: Deviation from the Book:
IDEA 2004: Deviation from the Book:
Textbook says… “Decisions about services needed by students must be made without regard to cost or availability of these services.”
IDEA 2004 Regs. “The costs associated with educating a high need child with a disability are only those costs associated with providing direct special education and related services to such child that are identified in such child's IEP.”
Hudson v. Rowley (next slide)
Textbook says… “Decisions about services needed by students must be made without regard to cost or availability of these services.”
IDEA 2004 Regs. “The costs associated with educating a high need child with a disability are only those costs associated with providing direct special education and related services to such child that are identified in such child's IEP.”
Hudson v. Rowley (next slide)
Hudson v. Rowley (1982) Hudson v. Rowley (1982) Supreme Court Decision States need not provide additional services
above and beyond those needed to adequately meet the child’s educational needs.
Sign-language interpreter not to be provided for a deaf student who is receiving an adequate education (based on school records) to meet her educational needs
Supreme Court Decision States need not provide additional services
above and beyond those needed to adequately meet the child’s educational needs.
Sign-language interpreter not to be provided for a deaf student who is receiving an adequate education (based on school records) to meet her educational needs
Group DiscussionGroup Discussion
The MDT has determined that the child that you wrote your report for qualified for services.
Based on information from the psych report that you completed, discuss anything that should be in the IEP for this child (pp. 195-197 in text may help).
Consider all of the issues we have already discussed today and prior to today.
The MDT has determined that the child that you wrote your report for qualified for services.
Based on information from the psych report that you completed, discuss anything that should be in the IEP for this child (pp. 195-197 in text may help).
Consider all of the issues we have already discussed today and prior to today.