california department of education english learners with disabilities or other special needs...

California Department of Education

English Learners with Disabilities or Other Special Needs Extended Module

Preschool English LearnersResource Guide

Chapter 7 Extended Module


Opening

“A beach has many shells!”

Find the perfect shell Share your insights, thoughts and ideas

2


Outcomes

1. Become familiar with the California Early Learning and Development System and regulations related to special education.

2. Develop a better understanding of the characteristics of language disorder and language difference based on cultural consideration.

3. Explore cultural considerations and research based instructional strategies for English Learners with disabilities or other special needs.

4. Become familiar with statewide and local resources.

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4


Special Education DivisionEarly Childhood Support System

IDEA: PART B PART C

State Performance Plan Annual Performance

Report

Desired Resultsaccess Project

Early Childhood Special Education Handbooks

Preschool Learning FoundationsChild Development Division

SEEDSSupporting Early Education

Delivery Systems

SEECAPSpecial Education Early

Childhood Administrators Project

CPINCalifornia PreschoolInstructional Network

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At Age Three…

(1) Local Education Agencies (LEAs) must provide Free Appropriate Public Education (FAPE). § 300.101

(2) If a child transitions from a Part C program, the LEA must provide an IEP by the child’s 3rd birthday. § 300.323(b).

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Access to Regular Preschool Activities

(i) To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled.

(ii) …removal of children with disabilities from the regular educational environments occurs only if the nature or severity of the disability is such that education in regular classes…cannot be achieved satisfactorily (this includes preschool).

§300.114 (a)(2) Preschool Least Restrictive Environment (LRE)

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Special Education

• Provides services and supports for children with disabilities

• Occurs in a variety of settings

• Ensures access to regular preschool activities that any typically developing children engage in

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IEP Team Members

Legally Required- Family or Guardian- Designated Instruction Service Provider (Specialists)- Early Childhood Special Education Teacher- General Education Preschool Teacher- Administrator or designee- Interpreter Recommended- Agency Representative (may be required if transitioning

from Part C program)- Others as requested by family or district

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ActivityConnections to Principles & Practices

Principle 8 Coordination and collaboration among families, teachers, and specialists become crucial in supporting the language and literacy development of children with disabilities or other special needs.

10 Practices Read and review the

principle and the practices. Share successful strategies

you have previously used and any new strategies you gained from the reading.

PEL Guide, p. 69

Handout 1

Handout 1

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Preschool Children with IEPs by Ethnicity and Disability (CDE Dataquest , June 08)

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What do you think?Agree (A) or Disagree (D)

Preschool children with disabilities are not capable of being bilingual.

A preschool child with a disability will be confused by being exposed to more than one language.

Preschool children who are bilingual and have a disability will be better off in a setting where they only hear English.

Many of the principles and practices in the PEL Guide apply to children with disabilities who are learning English.

Disabilities could be seen as disgraceful or socially unacceptable in some families.

Limited English skills are sometimes mistaken for disabilities.

Handout 2

Handout 2

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False Assumption 1

Children with language disorders and/or other disabilities should not receive bilingual intervention; they will get more confused trying to learn two languages as opposed to learning only one language.

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Fact

“There is no evidence that a bilingual approach in intervention would “confuse” or tax the learning abilities of children with disabilities.”

Gutiérrez-Clellen, Language Choice in Intervention

With Bilingual Children, 1999, p. 299.

“Instruction in the primary language is especially beneficial when new concepts are first introduced. Once a concept has been acquired in the primary language, transfer to a second language will be easier.”

Roseberry-McKibbin, C. 2002, p. 281.14


Fact

“Children with disabilities can learn more than one language and can function bilingually as effectively as their typically developing peers.”

Candelaria-Greene, 1996 & Miles, 1996, PEL Guide p. 66

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False Assumption 2

If children with language disorders learn a second language, they may make more errors in grammar.

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Fact

“Bilingual children with language disorders are NOT more delayed than monolingual children with language disorders…They do not make more errors than monolingual children.”

“For children between the ages of 4 years 5 months and 6 years, bilinguals with language impairment do not appear to have greater difficulty with learning two languages compared to children who are only learning one language.”

Gutiérrez-Clellen, V.F., Simon-Cereijido, G, & Wagner, C., 2008, P.17.

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What have we learned?

• California’s Early Learning and Development System

• Special Education Division Early Childhood Support System

• Special Education Law - IDEA 2004

• False Assumptions and Facts

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Language Disorderor

Language Difference

PEL Guide P. 64

Handout 3Handout 3

Ethel I Baker Preschool Program


Early Warning Signs for 3 to 5 year Olds

Shows difficulty following simple directions in either language

Exhibits immature speech and language in both languages

By age 3, does not try to say familiar rhymes or songs

By age 4, does not tell stories, whether real or make-believe, or ask questions

Dunlap, L. L. (2009), McLaughlin, S. (2006),

Hamaguchi (2001), CDE brochure

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Behaviors Demonstrated by English Learners and Children with Language Disorders

Speaks infrequently Speaks excessively (in home language or in English) Confuses similar sounding words Cannot tell or retell stories Exhibits poor recall of information Has poor pronunciation of English sounds Uses poor syntax/grammar in English Does not volunteer information

PEL Guide, P. 64, Ortiz, A. A. & Maldonado-Colon, E., 1986

Handout 4Handout 4 21


Research Highlight

“Second language learners might exhibit social interaction patterns along with limited communication abilities that are similar to those exhibited by children identified with specific language and/or speech impairments. Thus, it is not uncommon for many of these children to be labeled as having challenging behaviors or communication disorders when in fact they are following a fairly typical developmental path in acquiring second language.”

Santos & Ostrosky, 2002, P.2

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Cultural Considerations

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Cultural Consideration #1: Perspectives on Educational Beliefs

In some cultures, special education is not dealt with as openly as it is in the mainstream American culture.

Therefore, educators need to be honest and talk about how the mainstream American culture believes that many children need help to better navigate the educational system. Our special education services may be a viable option for English Learners with disabilities.

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Cultural Consideration #2: Perspectives on Educational Practices

Families practice different ways of learning.

Therefore, educators need to be aware of each family’s values.

- Independence vs Interdependence

- Individual work vs Group work

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Cultural Consideration #3:Perspectives on Communication Styles

Families have different forms of conversation based on age and social status.

Therefore educators need to know the different expectations when children interact with adults.

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Frequently Asked Questions

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Answer 1

“Yes. What is important to remember is that the child with a disability or special needs who is growing up in a bilingual family or community will benefit from learning both the home language and English just like any other child.”

Zip Around Activity: I Have a Question on...

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Question 1

“Is it OK for me to use English and the child’s home language at school when the child has a disability?”



Question 2

“How do I know if a child is experiencing difficulties in learning a language, such as a speech disorder, or is just going through the process of second language acquisition?”

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Answer 2“Careful observation, documentation over time, and in multiple settings, and gathering information from the many adults who know the child will provide a more accurate picture of the child’s language abilities in his/her home language and in his/her second language.”

The English Learning for Preschoolers Project, Children with Special Needs:

http://www.edgateway.net/pub/docs/pel/children.htm


Question 3

“How long do I wait to make a referral when I have concerns regarding a child who is learning English as a second language?”


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Answer 3“English learners need a period of adjustment in which

they are supported, encouraged and provided with learning experiences that meet them where they are academically and linguistically. How long that period is depends on the individual child.”

Dr. Echevarria from http://www.ncld.org/content/view/818/, National Center for LD


What do you think?True (T) or False (F)

Preschool children with disabilities are not capable of being bilingual.

A preschool child with a disability will be confused by being exposed to more than one language.

Preschool children who are bilingual and have a disability will be better off in a setting where they only hear English.

Many of the principles and practices in the PEL Guide apply to children with disabilities who are learning English.

Disabilities could be seen as disgraceful or socially unacceptable in some families.

Limited English skills are sometimes mistaken for disabilities.

F

F

F

T

T

T

Handout 2

Handout 2

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Strategies

Handout 5Handout 5 Handout 5.1Handout 5.1 32


Strategies… Making Preschool Accessible

1. Responsive Practices

2. Adaptations

3. Accessible Curriculum

- Universal Design

- Differentiating Instruction

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1. Responsive Practices

1) Use body language and visuals

2) Learn key words and phrases in child’s home language

3) Use language and literacy activities that contain repetitive refrains

4) Use narratives to describe a child’s actions

5) Longer wait time for responses – 5 seconds or more

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2. Adaptations

“Changes in the environment or observed behavior that allow children with disabilities to participate in the same assessment as their peers.”



Augmentative or Alternative Communication Systems Another system of

communication may be used when the child cannot use spoken language.

Assessors should observe the child using language in a natural context rather than contriving an adult-directed situation. The child's home language, if other than English, is also acceptable.



Sensory Support

Some examples include:

reducing background noise, adjusting tactile stimulation, and adjusting visual stimulation.

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Communication Adaptation in Inclusive Classrooms May Look Like…

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Adaptive Materials for Preschool English Learners with Disabilities



Book Activity: Easy-To-Turn Pages



3. Accessible Curriculum

Is for all children so they can participate in a meaningful way in daily routines and activities including:

•Differentiated instruction to meet individual needs

•Universal design for learning

•Adaptations based on progress monitoring and data

•Special education services and supports

Promoting Positive Outcomes for Children with Disabilities. Division for Early Childhood. 2007, p.4.



The Inclusive Classroom

Instructional goals and objectives based on a student’s IEP need to be embedded within the normally occurring routines and contexts of home, day care, and preschool. Because children with special needs need intentional intentional instructioninstruction, it is important in inclusive settings to make adaptations that focus on maintaining an intense level of instruction, purposeful participation in activities, and educational achievement.

Adapted from the National Forum of Special Education Journal, 16 (1), 2005.

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Let’s Visit an Inclusive Classroom! “Welcoming ALL Children”

Traub, E., Hutter-Pishgahi, L., & Freeman, T. (2004)

Handout 11Handout 11

Center Time

Transition Time

Meal Time

Circle Time

Outside Play Time

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Circle Time

Plan a shorter circle time as needed

Use preferential seating for an EL with a hearing impairment

Use a clear routine and sequence of actions

Provide “Wait Time” Provide bilingual materials Reinforce for good behavior

verbally

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Circle Time in Inclusive Classrooms May Look Like…

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Meal Time

Encourage conversational turn taking (Strive for 5!).

Include words and concepts relevant to every child’s home experience and cultural backgrounds.

Put a non-slip work surface (drawer liner) under dishes, cups, and utensils.

Use open ended questions.

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Meal Time in Inclusive Classrooms May Look Like…

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Center Time

Have a parent read classroom books in the home language.

Place multi-lingual audio tapes in the listening area.

Encourage children to work in pairs.

Arrange the classroom so all children can move around easily.

Provide materials that are easy to grasp or manipulate in the discovery area and all areas.

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Center Time in Inclusive Classrooms May Look Like…

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Transition Time

Use a picture or object to represent what will happen next.

Prompt the child to watch and follow where the peers in the classroom are going.

Give simple verbal, auditory, visual cues, or tactile prompts before the transition occurs.

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Outside Play Time

• Provide various sensory activities during outside play time.

• Provide an outdoor setting that encourages language development and communication.

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Outside Time in Inclusive Classrooms May Look like…

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Pair Share

What are some of the ideas/strategies that stood out for you in the video clip?

What ideas/strategies did you hear that might be helpful for your students?

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Collaborative Partners and Resources


Collaborative Partners in Inclusive Settings May Look Like…

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Transition Time in Collaborative Classrooms May Look Like…

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The Elements of Successful Collaboration

Table Talk- Share experiences and strategies of effective

collaboration

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The Elements of Successful Collaboration

Children and Families first! Knowledgeable staff Supportive administrators Communication and cooperation Clear understanding of each role Shared goals Mutual respect Humor

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Partners: School District

Families Pre/K Special Education Teachers and K Teachers Administrators Designated Instructional Service (DIS) Providers

– speech and language specialist

– school psychologist

– physical therapist

– occupational therapist

– assistive technology specialist English as a Second Language Specialist Bilingual Assistant/Interpreter

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Partners: State Agencies

California Department of Education (CDE)

- Special Education Division (SED)

- Child Development Division (CDD)

Department of Developmental Services (DDS)

- Regional Centers

California Children's Services (CCS)

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Resources in California

California Preschool Instructional Network (CPIN): www.cpin.us

Supporting Early Education Delivery Systems (SEEDS): www.scoe.net/seeds

Desired Results for Children and Families: www.wested.org/desiredresults/training

Desired Results access Project: www.draccess.org Special Education Early Childhood Administrators Project

(SEECAP): www.sdcoe.net/seecap California Association for the Education of Young

Children (CAEYC): http://caeyc.org/main/page/navhome

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National Resources

Council for Exceptional Children, Division for Early Childhood Education (DEC: http://www.dec-sped.org)

National Association for the Education of Young Children (NAEYC: http://www.naeyc.org/ece)

National Early Childhood Technical Assistance Center (NECTAC: http://www.nectac.org)

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ClosureRevisit the Outcomes

1. Become familiar with the California Early Learning and Development System and regulations related to special education.

2. Develop a better understanding of the characteristics of language disorder and language difference.

3. Explore cultural considerations and research based instructional strategies for English Learners with disabilities or other special needs.

4. Become familiar with statewide and local resources.

63


References

Belk, J. (2005). The Inclusion in early childhood programs: A kaleidoscope of diversity, National Forum of Special Education Journal, 16 (1).

California Department of Education brochure, Reasons for Concern that Your Child or A Child in Your Care May Need Special Help, from http://www.cde.ca.gov/sp/se/fp/concerns.asp or http//www.dds.ca.gov/earlystart

California Department of Education (2008). California Preschool Learning Foundations: Volume One. Sacramento, CA: Author.

California Department of Education (2009). Preschool English Learners: Principles and Practices to Promote Language, Literacy and Learning. Sacramento, CA: Author.

Chen, J., & McNamee, D. (2007). Assessing for teaching and learning in early childhood classrooms. Thousand Oaks, CA: Corwin Press.

Dunlap, L. L. (2009). An introduction to early childhood special education, birth to age five. p. 167, Figure 6.3, Pearson Education, Inc., Upper Saddle River, NJ.

Genesee, F., Paradis, J., & Crago, M. (2004). Dual Language Development & Disorders, Paul H. Brooks Publishing Co., Inc, Baltimore, Maryland.

Gould, P. & Sullivan J. (1999). The Inclusive Early Childhood Classroom: Easy Ways to Adapt Learning Centers for All Children. Gryphon House, Inc., Beltsville, MD.

Gutierrez-Clellen,V. (1999). Language choice in intervention with bilingual children. American Journal of Speech Language Pathology, 8, 291–302.

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References

Gutiérrez-Clellen, V. , Simon-Cereijido, G, & Wagner, C. (2008). Bilingual children with language impairment: A comparison with monolinguals and second language learners. Applied Psycholinguistics, 29, 3-19.

Hamaguchi, P. A. (2001). Childhood speech, language, and listening problems: What every parent should know. New York: John Wiley & Sons, Inc.

Klein, M. D. & Chen, D. (2001). Working with Children from Culturally Diverse Backgrounds, Delmar Cengage Learning.

Klein, M. D., Cook, R. E., & Richardson-Gibbs, A. M. (2001). Strategies for Including Children with Special Needs in Early Childhood Settings. Delmar, Thomson Learning

McLean, M., & Matias, S. (2007). Assessing Children with Disabilities Who are English Learners: Guidance for the DRDP access and the PS DRDP-R for Children with IEPs, Sacramento, California: Department of Education, Special Education Division. www.draccess.org.

McLaughlin, S. (2006). Introduction to Language Development (2nd ed.), San Diego, CA: Thomson/DelMar Learning.

Paradis, J. & Genesee, F. (1996). Syntactic acquisition in bilingual children: Autonomous or Interdependent?, Studies in Second Language Acquisition, 18, 1-25.

Pearson, B. Z., Fernández, S. C., Lewedeg, & Oller, D. K. (1997). The relation of input factors to lexical learning by bilingual infants. Applied Psycholinguistics, 18, 41-58.

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References

Rhodes, R., Ochoa, S., & Ortiz, S. (2005). Assessing culturally and linguistically diverse students, New York: Guilford Publications.

Roseberry-McKibbin, C. (2002). Multicultural students with special language needs: Practical strategies for assessment and intervention (2nd ed.). Oceanside, CA: Academic Communication Associates.

Santa Clara County Office Of Education (2009). Inclusion Collaborative, www.inclusion collaborative.org

Sandall et al. (2005). as cited in Promoting Positive Outcomes for Children with Disabilities. Council for Exceptional Children, Division for Early Childhood, p. 4.

Sandall, S., Hemmeter, M. L., Smith, B.J., & McLean, M. (2005). DEC recommended practices: A comprehensive guide for practical application. Missoula, MT: DEC.

Seung, H., Siddiqi, S., & Elder, J. H. (2006). Intervention outcomes of a bilingual child with autism, Journal of Medical Speech-Language Pathology, 14 (1), pp. 58-63, Delmar Learning. a division of Thomson Learning. Inc.

Supporting Early Childhood Delivery Systems (SEEDS) Project (2007). Sacramento County Office Of Education, www.scoe.net/seeds/resources/at/at.html

NAEYC (2005). Screening and assessment of young English-language learners. Supplement to the NAEYC & NAECS/SDE joint position statement on early childhood curriculum, assessment, and program evaluation. Washington, DC: Author. Retrieved from www.naeyc.org/about/positions/ELL_Supplement.asp.

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