Supporting ELLs with Special Needs (E.Yuen)

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Second language socialization as sociocultural theory

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Assessment and Evaluation and Digital Literacy

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Conceptions of Curriculum-the connection between Philosophy and instruction

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A Doll's House (Concept Map)

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Supporting ELLs with Special Needs (E.Yuen)

Key Takeaways

There is no need to wait until the student is proficient in English in order to begin interventions that target areas of deficit5

These classroom-based interventions and adaptations should be age-appropriate

Teachers should share concerns about ELLs through the same processes used for all students. Students should be discussed at IST whenever teachers have concerns about their progress even if the student needs continued ESL/ELD support13.

Teachers should share concerns about ELLs through the same processes used for all students. Students should be discussed at IST whenever teachers have concerns about their progress even if the student needs continued ESL/ELD support13. v There is no need to wait until the student is proficent in English in order to begin interventions that target areas of deficit5 and given to the student as soon as possible.

Teachers should share concerns about ELLs through the same processes used for all students. Students should be discussed at IST whenever teachers have concerns about their progress even if the student needs continued ESL/ELD support13. v There is no need to wait until the student is proficent in English in order to begin interventions that target areas of deficit5 . These classroom-based interventions and adaptations should be age-appropriate and given to the student as soon as possible.

Developing the IEP

Involve parents, utilizing interpreters where necessary

Instruction should be systematic and explicit, and should incorporate on-going assessment and progress monitoring18, and opportunities to apply new skills in authentic contexts

Instruction should take language development into account. For ELLs, there should be a focus on different aspects of vocabulary development1

Process to Identify ELLs as Needing Special Educational Support

Provide the Student with Literacy Interventions

SubtoPresent the Student at an In-school School Team Meetingpic

Share Assessment Information

Build a student profile

Questions or Wonderings

What are the most impactful literacy strategies and Reading Interventions for this group?

How can we support parents of ELLS with Special Needs?

Some Characteristics of ELLs who struggle

Difficulties in all languages spoken

Subtopic

Writing is very challenging and is not reflective of oral language skills

Has not made the same progress as other students with similar backgrounds (linguistic and academic)

Not making progress, or progress is uneven

The Findings

it can take an ELL at least 5 to 7 years to develop the academic and language skills of their monolingual peers

There are reports of both overidentifiation and underidentification of ELLs with LD6 topic

Learning Disabilities (LD) can be expected to be evenly distributed among all students; ELLs are just as likely as other students to have a special learning need8