INTERVENTION FOR ELLs WITH LANGUAGE IMPAIRMENT: FOUNDATIONAL PRINCIPLES

I. INTRODUCTION--Options for ELL Students who Qualify for Special Education**There is a range of options for ELL students who

qualify for special education after RtI has been found to be insufficient to meet their specific learning needs.

Available options depend greatly upon the particular school district and what state it is in

You have to find out what your particular school district offers

Option 1: **1. Consultative, collaborative service

provision in which ELL students remains in the general education classroom and the teacher receives assistance from special education personnel, ESL teachers, and/or bilingual staff members

Option 2: .

Option 3: **

3. Placement in regular bilingual education or Sheltered English classroom with support from special education

2 other options: **4. Monolingual English

special education classroom (hopefully with primary language support using a bilingual teacher, tutor, etc.)

5. Bilingual special education classroom

It is important to think flexibly**

And we always have to keep the possibility of poverty in mind; for

example, In Elk Grove Unified alone…**

• Children from 80-90 different language groups were represented

• Many from low-income homes

II. LANGUAGE IMPAIRMENT IN ELL II. LANGUAGE IMPAIRMENT IN ELL STUDENTS: FOUNDATIONS**STUDENTS: FOUNDATIONS** A. Legal ConsiderationsA. Legal Considerations

IDEA: students who speak a second IDEA: students who speak a second language must be assessed in both the language must be assessed in both the primary (first) language (L1) and Englishprimary (first) language (L1) and English

Must show delays in BOTH the primary Must show delays in BOTH the primary language and English in order to be language and English in order to be diagnosed as having a language diagnosed as having a language impairment (LI)impairment (LI)

ELL student-- true LI if difficulties ELL student-- true LI if difficulties learning in BOTH languageslearning in BOTH languages

The student with age-appropriate L1 The student with age-appropriate L1 skills and low scores in English is skills and low scores in English is NOT LI and is not a candidate for NOT LI and is not a candidate for special education**special education**

We must make teachers and We must make teachers and administrators aware of the administrators aware of the difference between a student with difference between a student with typical underlying language learning typical underlying language learning ability who needs more time and ability who needs more time and exposure to English (non special exposure to English (non special education) and the student who is education) and the student who is truly LI (qualifies for special truly LI (qualifies for special education).education).

ELLs make up about 11% of U.S. ELLs make up about 11% of U.S. students; census projections for % students; census projections for % of U.S. population include:**of U.S. population include:**

19701970 20002000 20502050

WhiteWhite 83.783.7 7070 5050

BlackBlack 10.610.6 1212 1313

HispanicHispanic 4.54.5 1313 2424

AsianAsian 1.01.0 44 99

Native Am.Native Am. .4.4 .9.9 11

There is increased focus on There is increased focus on diverse students in our schools…diverse students in our schools…

No Child Left Behind says…**Students with disabilities must participate in state accountability systems for reading and math in grades 3-8

Accommodations are allowed

Schools must show adequate annual progress toward all students being proficient in math and reading or face penalties

Individuals with Disabilities Individuals with Disabilities Education Act (IDEA 2004):**Education Act (IDEA 2004):**

LEAs (local education agencies) LEAs (local education agencies) are allowed to eliminate the IQ-are allowed to eliminate the IQ-achievement discrepancy gap that achievement discrepancy gap that formerly was mandated in order to formerly was mandated in order to qualify students for many special qualify students for many special education serviceseducation services

There is a greater emphasis on There is a greater emphasis on pre-referral servicespre-referral services

Schools may now use more funds Schools may now use more funds for early interventionfor early intervention

There is a special focus…**There is a special focus…**

On children in K-3 On children in K-3 who don’t technically who don’t technically qualify for special qualify for special education but who education but who need additional need additional support—ELLs toosupport—ELLs too

There is also a special There is also a special focus on children focus on children who are having who are having difficulty developing difficulty developing their basic reading their basic reading skills, especially in skills, especially in the early gradesthe early grades

The law also emphasizes…**The law also emphasizes…**

If a particular group If a particular group of students (e.g., ELL of students (e.g., ELL students) is students) is overrepresented in overrepresented in special education, special education, states will be required states will be required to provide coordinated, to provide coordinated, comprehensive, early comprehensive, early intervention programs intervention programs for these studentsfor these students

Knowing that the laws are Knowing that the laws are strict about who receives strict about who receives services….**services….**

We can look further at the We can look further at the definition of “language definition of “language impairment” as a category for impairment” as a category for putting an ELL student on an putting an ELL student on an IEPIEP

B. ELLs with Language B. ELLs with Language Impairment: Major Therapy Impairment: Major Therapy Goals**Goals**

As stated, the ELL with an LI has As stated, the ELL with an LI has difficulty learning any languagedifficulty learning any language

Difficulty learning L1 and EnglishDifficulty learning L1 and English

Recent research defines Recent research defines primary language impairment primary language impairment (PLI)—student has:(PLI)—student has:

Thus, we need to do three Thus, we need to do three things in intervention:things in intervention:

The Universal Design for The Universal Design for Learning incorporates multiple Learning incorporates multiple means of:**means of:** 1. Representation (visual, auditory, 1. Representation (visual, auditory,

tactile, paper, digital)tactile, paper, digital)

2. Expression (oral and written, 2. Expression (oral and written, web-based projects)web-based projects)

3. Engagement (motivate students 3. Engagement (motivate students to sustain effort and maintain to sustain effort and maintain interest)interest)

Our ultimate goals:Our ultimate goals:

C. Choosing the Language of C. Choosing the Language of Intervention**Intervention**

When an ELL student is When an ELL student is placed into therapy, a placed into therapy, a major consideration is major consideration is the extent to which the the extent to which the student’s first language student’s first language (L1) and English will be (L1) and English will be used in therapy. used in therapy.

There are several There are several factors to be considered factors to be considered when this decision is when this decision is being madebeing made

First, what is the level of the First, what is the level of the student’s proficiency in L1 and student’s proficiency in L1 and English? **English? **

Ideal: Ideal: support both support both L1 and L1 and English in txEnglish in tx

Especially beneficial to introduce Especially beneficial to introduce new concepts in new concepts in L1 first L1 first and and reinforce them in Englishreinforce them in English

Kohnert (2013) stated that:** Kohnert (2013) stated that:** The overall purpose of The overall purpose of

intervention with bilingual intervention with bilingual students who have LIs is to effect students who have LIs is to effect positive changes in both English positive changes in both English and L1. and L1.

When home and school When home and school languages are different, students languages are different, students need to have access to the need to have access to the languages of their homes, languages of their homes, schools, and the larger schools, and the larger community. Again, both L1 and community. Again, both L1 and English communication skills English communication skills must be targeted in intervention. must be targeted in intervention.

Mendez, Crais, Castro, & Mendez, Crais, Castro, & Kainz. (2015). A culturally and Kainz. (2015). A culturally and linguistically diverse responsive linguistically diverse responsive vocabulary approach for young vocabulary approach for young Latino dual language learners Latino dual language learners (Feb. issue of (Feb. issue of Journal of Journal of Speech, Language, and Speech, Language, and Hearing ResearchHearing Research)**)**

According to Mendez et. al. According to Mendez et. al. 2015….2015….

We must emphasize to all We must emphasize to all individuals involved with these individuals involved with these students that:students that:

Kay-Raining Bird et al. 2005:**Kay-Raining Bird et al. 2005:** Children with Down Syndrome Children with Down Syndrome

growing up in a French-English growing up in a French-English bilingual environment were able to bilingual environment were able to acquire two languages acquire two languages

They had a similar number of They had a similar number of vocabulary words compared to a vocabulary words compared to a monolingual English-speaking monolingual English-speaking group of children with Down group of children with Down SyndromeSyndrome

Seung, Siddiqui, & Elder, Seung, Siddiqui, & Elder, 2006:**2006:**

Research with a Korean child Research with a Korean child with autism showed that with autism showed that learning Korean first had a learning Korean first had a positive impact on his rate of positive impact on his rate of English acquisitionEnglish acquisition

It also enabled him to continue It also enabled him to continue his progress in Koreanhis progress in Korean

A second factor to be considered in A second factor to be considered in deciding the language of deciding the language of intervention is:**intervention is:**

What language is used in the home?What language is used in the home?

If the student’s L1 is not reinforced or If the student’s L1 is not reinforced or developed in the school, the student developed in the school, the student may lose the ability to communicate may lose the ability to communicate effectively with family members.effectively with family members.

In today’s world, more children are In today’s world, more children are being cared for by being cared for by grandparentsgrandparents. A . A major consideration to keep in mind is major consideration to keep in mind is that if students can no longer that if students can no longer effectively communicate with their effectively communicate with their grandparents (and other significant grandparents (and other significant adults in their lives), a valuable adults in their lives), a valuable relationship is negatively impacted.relationship is negatively impacted.

A third factor impacting our choice A third factor impacting our choice for the language of intervention for the language of intervention is:**is:** What resources are available for conducting What resources are available for conducting

intervention in L1 as well as English? intervention in L1 as well as English?

It is ideal to have a speech-language It is ideal to have a speech-language pathologist (SLP) who is a fluent speaker of pathologist (SLP) who is a fluent speaker of the student’s L1 to conduct intervention.the student’s L1 to conduct intervention.

However, the SLP is often a monolingual However, the SLP is often a monolingual speaker of English. In this case, it is ideal of speaker of English. In this case, it is ideal of that SLP can work collaboratively with an that SLP can work collaboratively with an interpreter or bilingual paraprofessional who interpreter or bilingual paraprofessional who speaks the child’s L1 fluently speaks the child’s L1 fluently

We may have to really work to We may have to really work to find resources for helping us find resources for helping us support students’ first support students’ first languages**languages**

III. CREATING A CLIMATE OF ACCEPTANCE: INCORPORATING

MULTICULTURAL MATERIALS AND STRATEGIES INTO SPECIAL AND GENERAL EDUCATION SETTINGS

III. CREATING A CLIMATE OF ACCEPTANCE: INCORPORATING

MULTICULTURAL MATERIALS AND STRATEGIES INTO SPECIAL AND GENERAL EDUCATION SETTINGS

Additive Approach:**Additive Approach:**

Professionals do not discard their old curriculum

• Rather, they add to and expand the existing curriculum to take other cultures into account (in addition to the dominant culture)

• The basic structure of the curriculum is not altered

Use maps of the U.S. and the world. I ask my students where their ancestors are from, and if

they know this information, we find their countries of origin on a globe. This helps foster cultural and ethnic pride as well as geographic knowledge.**

Use maps of the U.S. and the world. I ask my students where their ancestors are from, and if

they know this information, we find their countries of origin on a globe. This helps foster cultural and ethnic pride as well as geographic knowledge.**

Show interest in students’ home countries, languages, and cultures.**

Show interest in students’ home countries, languages, and cultures.**

• If students have lived in another country prior to coming to the U.S., or if they immigrate back and forth between their country and the U.S., I ask them questions about their home countries.

• I also ask them to teach me some words in their languages. It is humbling for me, and students love being the “teacher!”

• **Try to convey the belief that it is “cool” to speak a different language and to have lived in another country.

• Being bilingual and bicultural is special, and I try to convey to students that as adults in the workforce, they will be especially desirable.

Encourage development and maintenance of the first or primary language**

Encourage development and maintenance of the first or primary language**

• Many ELL students profit from having a specially assigned peer buddy who speaks the same language they do.

• Encourage use of the primary language; don’t ever discourage students from speaking their primary language.

• Represent various languages by having signs in key areas. For example, one school I worked in had the word “welcome” in 20 different languages on signs in the front office.

Make sure the environment represents diversity**

Make sure the environment represents diversity**

• Display objects and pictures representing various cultures.

• Create classroom bulletin boards that show diversity.

• Use intervention materials that represent various cultural and linguistic groups.

Provide books written in different languages

Provide books written in different languages

We can also incorporate multiculturalism by…

We can also incorporate multiculturalism by…

Other ways to incorporate multiculturalism:Other ways to incorporate multiculturalism:

• **Use biographical sketches with culturally and linguistically diverse role models. For example, in my son’s second grade Houghton Mifflin reader, there was a story about Wilma Rudolph, an African American Olympian in the 1900s. There was also a story about a Hispanic female astronaut. It is ideal if we can use stories such as this as part of therapy and as part of the general education curriculum.

Ask parents to come and visit**Ask parents to come and visit**• They can wear native country

dress, and talk about their cultures and customs.

• For example, at my son’s school, the Japanese grandma of one of his classmates did a Japanese dance.

• Parents can share food and recipes. One mother taught a preschool class how to use chopsticks, and chopsticks are now part of the play kitchen.

Both mainstream and culturally and linguistically diverse students benefit

when…**

Both mainstream and culturally and linguistically diverse students benefit

when…**• Culturally and

linguistically diverse materials and activities are an integral part of speech-language therapy activities and the curriculum of the general education classroom

What other ideas do you have for incorporating principles of

multiculturalism into therapy?**

What other ideas do you have for incorporating principles of

multiculturalism into therapy?**• Share for 1-2 minutes with the people

around you and then we will share with the whole group