ELLs and Special Education : Language Difference or Learning Disability. Diane Staehr Fenner AMNH November 4, 2012

Transcription

1 ELLs and Special Education : Language Difference or Learning Disability Diane Staehr Fenner AMNH November 4,

2 2 Objectives Compare characteristics of the second language acquisition (SLA) process and characteristics of a learning disability Examine the special education prereferral process for ELLs Reflect on your present & future role with ELLs on child study teams

3 3 US ELL Demographics ELL population in the US is greater than 4 million, around 11% of US school-age population 10% of ELLs are dually identified Of those, 55% are considered to have a learning disability ELLs are both over-represented underrepresented in the special education population

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7 7 ELLs and Special Education Under representation Teachers reluctant to refer ELLs for special education evaluation - more time to develop English language proficiency Over representation Teachers unfamiliar with second language acquisition process, mistake characteristics of SLA with characteristics of a learning disability ELLs assessed with tools that are not valid because of the tools linguistic demands or cultural assumptions

8 8 Proceed with UNDER REPRESENTATION OVER REPRESENTATION

9 9 Addressing Learning Disabilities Response to intervention - shift away from measuring the perceived gap between ability and performance toward examining student s response to instruction and instructional intervention over time Assessing an ELL to determine whether or not he or she has a learning disability adds another layer of complexity

10 10 RTI for ELLs Adapted from CREATE, 2009

11 11 Language Difference vs. Learning Disability No single measure or assessment When an ELL is not progressing academically, educators should consider: Native language proficiency Home culture Student s language dominance Amount of time schooled in native language & type/quality of schooling Amount of time in US schools & type/quality of instructional services

12 Commonalities Between Second Language Acquisition and Learning Disability Pronunciation: omissions, substitutions, additions, and distortion Syntax: negation, word order, and mood Semantics: challenges with figurative language (e. g., metaphors, similes, and proverbs) 12

13 13 Language Acquisition or Learning Disability? Pronunciation Development of native-like pronunciation is sensitive to a wide variety of factors such as age at which the learner begins learning English and can take years Normal process of developing native-like pronunciation can resemble articulation disorder

14 14 ELLs Authentic Speech Samples rofiles.h28.html?intc=ml

15 15 Language Acquisition or Learning Disability? Syntax (principles by which sentences are constructed) Dependent upon the level of proficiency, ELLs syntactical errors may resemble the errors of a student with a learning disability Difficulty with word order, complex or long sentences, negation Errors may be present in receptive as well as productive language

16 16 Receptive Language Sample of why it s challenging auf Deutsch

17 17 Fourth Grade Mathematics Problem auf Deutsch Du findest hier einen Würfel, einen Quader, einen Kegel, einen Zylinder, eine Pyramide und eine Kugel. Schreibe den richtigen Namen unter die entsprechende Darstellung! Versuche anschließend zu entscheiden, ob die angeführten Aussagen wahr (w) oder falsch (f) sind. Kreuze Entsprechendes an! Aussage w f Der Würfel hat 10 Ecken Die Kugel hat keine Kanten und keine Ecken.

18 18 A Little Scaffolding/Accommodation Du findest hier einen Würfel, einen Quader, einen Kegel, einen Zylinder, eine Pyramide und eine Kugel. Schreibe den richtigen Namen unter die entsprechende Darstellung! Versuche anschließend zu entscheiden, ob die angeführten Aussagen wahr (w) oder falsch (f) sind. Kreuze Entsprechendes an! Aussage w f Der Würfel hat 10 Ecken Die Kugel hat keine Kanten und keine Ecken. Glossar Würfel - cube Quavers cuboid Kegel - cone Zylinder cylinder Pyramide - pyramid Kugel - sphere Wahr true Falsch false Ecken corners keine - no Kanten - edges

19 19! The Answers Quader Pyramide Kugel Zylinder Kegel Würfel Aussage w f Der Würfel hat 10 Ecken x Die Kugel hat keine Kanten und keine Ecken. x Glossar Würfel - cube Quader cuboid Kegel - cone Zylinder cylinder Pyramide - pyramid Kugel - sphere Wahr true Falsch false Ecken corners keine - no Kanten - edges

20 20 Teacher Support for ELLs Receptive Language Slow rate of enunciation Pronounce words clearly Be aware of idiomatic expressions and contractions Draw on cognates Provide accommodations & support (e.g., graphic organizers, visuals, bilingual glossaries) Provide written support for oral language (e.g., post written instructions) Model expected outcomes of tasks

21 21 Language Acquisition or Learning Disability? Semantics (meaning of language through words, phrases, signs & symbols) Figurative language Multiple meaning words Proverbs Metaphors Personification Similes For ELLs, the meaning of figurative language is often culturally bound

22 22 Expressive Writing Language Analysis World-Class Instructional Design and Assessment (WIDA) consortium writing prompt for ELL placement Authentic student samples in grades 6-8

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25 25 Expressive Language Guiding Questions What do you notice about Marco and Bao Yu s use of: Vocabulary Syntax Grammar What else strikes you about his or her written expressive language?

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27 Bao Yu 27

28 28 Concerns Students are often referred to special education because of concerns about their literacy development or general academic achievement The process of learning English with consistent, effective, research based instructional support does not lead to low academic achievement

29 29 Factors that Negatively Influence ELLs Achievement Lack of effective instructional support Lack of consistent schooling in their home language or in English Inconsistent attendance Transiency Individually based factors (interest, hierarchy of needs, motivation, etc.)

30 30 IDEA The Individuals with Disabilities Education Act of 2004 requires evidence that learning difficulties for ELLs are not due primarily to a lack of appropriate instruction or to the student s lack of proficiency in English before the student can be identified as having a learning disability

31 Identifying ELLs w/learning Disabilities: Step 1 Pre-referral/Early Intervention 31 Teacher or team: Identifies students who are not meeting academic standards or expectations Documents current instructional practices used with students and student s level of performance

32 32 ELL Referral Considerations What information do you have about the student s medical and school history? What evidence is there of other challenges not related to language? Challenges with visual perception? Hearing problems? Motor skills challenges? What other factors could explain the student s lack of performance? Interrupted schooling? Challenges in his or her home life? Lack of properly trained teachers?

33 33 Identifying ELLs for Special Education Turn & talk: What kinds of data might you collect if you are concerned about an ELL s achievement?

34 34 Step 2: Child Study Team Teacher brings data about instruction and student academic history and consults with colleagues(should include staff with expertise in ESL instruction) Committee analyzes the data; identifies additional support, interventions, and/or instructional methods that will be used with the student; and establishes a timeline Implement research-based instructional interventions Analyze student results This cycle may repeat over time

35 35 Step 3: Referral for Evaluation for Special Education If needed, referral is made for evaluation to determine whether or not the student qualifies for SPED The referral process is largely dictated by federal laws and regulation and is generally similar across districts Obtain parental consent Collect student information Assemble referral team (minimum: special educator, administrator, referring teacher, and ESL specialist) Conduct assessments with student Analyze results Determine eligibility Write and implement IEP, if found eligible

36 36 Klinger & Harry Findings Confusion about when to refer Not knowing when a child is ready to be assessed in English Misinterpreting lack of English proficiency as low IQ or LD Overreliance on test scores Ineffective pre-referral strategies Unprofessionalism with ELL families Inadequate translations

37 37 Vignettes You are a member of the Child Study Team at your school. Based on the information provided, What questions do you have? What instructional interventions do you suggest? What should the next steps be?

38 38 Marco Newcomer from Dominican Republic Arrived in May Only completes 25% of homework D average on classwork & tests Writing sample

39 39 Bao Yu Chinese speaker 9 th grader ELL since 4 th grade Trouble completing work, following discussions Difficulties comprehending textbooks Writing sample

40 40 Suggestions when Referring ELLs for Special Education Examine the student s performance in multiple contexts over time Look for progress in English language development & academic achievement Use a variety of both formal & informal assessments (verbal & non-verbal) Assess the student s proficiency in English & his or her native language before evaluating Compare the student s performance to peers at the same English language proficiency level

41 41 Suggestions when Referring ELLs for Special Education Collaborate with the student s family Families can provide information about the student s out of school life, background, strengths and challenges True learning disabilities are present 24 hours a day Be sensitive to cultural issues when working with families Use an interpreter when appropriate Model professionalism and mutual respect

42 42 References Case, R. E., & Taylor, S. S. (2005). Language difference or learning disability? Answers from a linguistic perspective. The Clearing House, 78(3), Klinger, J. K., & Harry, B. (2006). The special education referral and decision-making process for English language learners: Child study team meetings and placement conferences. Teachers College Record, 108, Sánchez, M.T., Parker, C., Akbayin, B., & McTigue, A. (2010). Processes and challenges in identifying learning disabilities among students who are English language learners in three New York State districts (Issues & Answers Report, REL 2010 No. 085). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from