Supporting English Learners in the Classroom: Best Practices for Distinguishing Language Acquisition from Learning Disabilities

Supporting English Learners in the Classroom: Best Practices for Distinguishing Language Acquisition from Learning Disabilities

In this important resource, educators will find evidence-based best practices to help them address the individual needs of English learners with academic challenges and those who have been referred for special education services. The authors make the case that systems can be put in place at three levels to help English learners succeed: the classroom level, before and after identification; the support-team level, when support plans are developed and assessed; and the system level, where programs and professional training plans should be continually developed, assessed, and revised. Putting theory into practice, this book offers guidance and specific tools to help districts, schools, and classrooms use Multi-Tiered System of Supports (MTSS) and other interventions to promote higher levels of achievement for ELs with academic challenges or learning disabilities. Book Features: Highlights a prevention-oriented model aimed at providing supports to help all learners succeed. - Outlines a culturally and linguistically responsive MTSS framework and includes guidance on appropriate instruction, assessments, and decisionmaking for ELs. - Highlights an instructional overlay to typical interventions that align with EL students’ language levels and experiential and cultural backgrounds. - Describes processes that lead to the appropriate identification of EL students with an intrinsic learning disability, such as the use of “true peer” determinations. - Addresses the reasons for under- and over-representation of EL students receiving special education services and ways to ensure appropriate and legally defensible eligibility decisions for ELs. - Describes action steps that can be implemented system-wide to improve policies and procedures. - Presents the legal rights of students and the legal responsibilities of schools for English learners, students with disabilities, and ELs with disabilities (dual-identified). - Discusses the different needs of, and support services for, elementary versus secondary EL students. - Promotes collaboration between educators who currently specialize in English language acquisition, special education, and subject-matter content. “…expertly organized and presented, making it an ideal and unreservedly recommended addition to school district in-service training curriculums, as well as college and university library Teacher Education instructional resource collections.” ― Midwest Book Review “This book helps fill a gap by providing a Multi-tiered Systems of Support framework that is culturally and linguistically responsive. The authors identify what all educators, including assessment and instructional personnel, need to know in order to ensure the success of English learners. They provide excellent guidance for meeting the complex needs of English learners with true learning disabilities. An outstanding resource for practitioners and researchers alike.” ―Alba Ortiz, professor emeritus, The University of Texas at Austin “This is a wonderful resource for those who have the opportunity to serve English learners in the classroom, including those with academic challenges." ― Martha Thurlow , director, National Center on Educational Outcomes, University of Minnesota “Readers of this book will find practical guidance and tools grounded in the latest research for teaching English learners. The authors unpack complicated issues such as the assessment and referral process and offer guidance for making difficult decisions based on data. This book will help readers provide culturally and linguistically responsive instruction and support in a proactive multitiered intervention system to ensure positive learning opportunities for all students.” ― Diane Haager , professor, California State University, Los Angeles “The authors of this book provide a great background on various areas including literacy, second language acquisition, formative and summative assessment processes, ecological-based special education evaluation and eligibility process, a primer on critical race theory and systemic racism, IEP development, and latest policy changes to help teachers across different disciplines be able to collaborate and address the unique needs of this growing population of students. Teacher developers, teacher leaders, researchers, and teacher education faculty now have a tool that bridges the latest research and practice on bilingual special education.” ― Claudia Rinaldi , associate professor, Lasell College ?The authors of this book provide a great background on various areas including literacy, second language acquisition, formative and summative assessment processes, ecological-based special education evaluation and eligibility process, a primer on critical race theory and systemic racism, IEP development, and latest policy changes to help teachers across different disciplines be able to collaborate and address the unique needs of this growing population of students. Teacher developers, teacher lead