Special Education Considerations for Multilingual Learners: Delivering a Continuum of Services
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Do you know how to identify and support multilingual learners with special education needs? Learn how to proactively meet the needs of multilingual learners by creating a culturally and linguistically responsive multi-tiered system of support (MTSS) and implementing a continuum of services. The third edition of this groundbreaking text shifts the focus away from traditional approaches to special education and offers a powerful alternative for educators dedicated to equity for all multilingual learners, including those experiencing challenges at school. Chapters have been fully updated to reflect the latest best practices and reorganized to better align with MTSS. Special Features, MTSS team activities to support professional learning, Checklists, rating scales, and other reproducible tools, Real-world chronicles from the field, Discussion questions to help teams apply the concepts to their own student population
ISBN-13: 9781681256283
Media Type: Paperback
Publisher: Brookes Publishing
Publication Date: 08-01-2022
Pages: 306
Product Dimensions: 8.50(w) x 11.00(h) x 0.00(d)
Else Hamayan is a psychologist, language education consultant, and former director of the Illinois Resource Center in Arlington Heights. She advises teachers and administrators nationally and internationally on issues of second language learning, special education, culture learning, biliteracy, and dual language instruction. She is co-editor of English Language Learners at School: A Guide for Administrators (with Rebecca Field). She is also co-author of Special Education Considerations for English Language Learners: Delivering a Continuum of Services (with Marler, S´nchez-López, and Damico), Dual Language Instruction from A to Z (with Nancy Cloud and Fred Genesee), and CLIL in Context: Practical Guidance for Educators (with Fred Genesee). Barbara Marler has more than 30 years of experience in bilingual/ESL education. She has taught students in both ESL and bilingual programs in grades K‑8, served as a Title VII preschool director, and directed the bilingual/ESL and foreign language programs in a large suburban school district in Illinois. She is certified in both ESL and special education and has a master's degree in administration and supervision from National Louis University. Since coming to the Illinois Resource Center (IRC) in Arlington Heights, she has served as the primary consultant for the Illinois State Board of Education in the area of Newcomers' Centers, coordinated Project READ WELL (a Title III professional development program for mainstream teachers working with English language learners in northeastern Illinois), and mentored a cadre of adjunct instructors teaching the graduate course, Assessment of Language Minority Students. Marler also coauthored Special Education Considerations for English Language Learners: Delivering a Continuum of Services, was retained as an expert in ELL matters by the U.S. Dept. of Justice, and served as the lead developer of the Perfect Match staff development series (a joint IRC and World‑Class Instructional Design and Assessment [WIDA] endeavor) focused on research/evidence‑based ELL program design. Her focus and interests are program design/management, systemwide reform/restructuring, assessment/evaluation, Title III programming, partnering with community agencies, response to intervention (RtI) and special education for language minority students, effective instructional strategies, and school efforts to reduce cultural conflict. Cristina Sánchez-Lópe is an education specialist at the Illinois Resource Center (IRC) in Arlington Heights. She collaborates with educators in the United States and Canada on English language learners (ELLs) and special education, middle school mathematics, literacy across the content areas, multilingual education, engaging parents, and supporting preK educators who serve ELLs. Prior to coming to the IRC, she taught at the elementary, middle school, and university levels in the United States and Mexico. Sánchez-López teaches graduate courses in the areas of ELL reading and the foundations of language minority education. She has been working extensively with her colleague, Theresa Young (SLP), in collaborating with school problem-solving teams as they support ELLs.Sánchez-López is coauthor of Special Education Considerations for English Language Learners: Delivering a Continuum of Services. She coauthored (along with Barbara Marler) the Illinois Special Education Eligibility and Entitlement within an RtI Framework: A Guidance Document. She also authored the WIDA Guide to Developing Culturally and Linguistically Reponsive Response to Instruction and Intervention (RtI2) for English Language Learners, as well as various articles and chapters on addressing the needs of ELLs. She and her husband have raised their daughter bilingually.
Foreword ix Preface xii About the Online Resources xvi Chapter 1 A Framework for Considering the Special Needs of Multilingual Learners 1 Key Concepts 1 Reasons for the Misidentification of Special Needs 2 Assessment Practices 2 Prevalence of a Medical Model 6 Availability of Categorical Funding 7 Developing a Multi-Tiered System of Supports 8 The Need to Provide Relevant Services in a Timely Manner 11 Some Myths Regarding Multilingual Learners and Special Education 12 The Continuum of Services Framework 13 A Collaborative Model 14 Look Critically at the Learning Environment 16 Gather Information 17 Describe before Diagnosing 19 Provide Support: A Continuum of Services 20 Questions for Reflection and Action 22 Chapter 2 A Collaborative Model of Information Gathering and Service Provision 23 Key Concepts 23 Getting a Head Start 24 Challenges to This Continuum of Services Framework 27 Shifting Practices 27 Regulatory and Fiscal Constraints 30 The Challenge of Inertial Concepts 32 Responsibilities of MTSS Teams 34 Examine the Learning Environment 35 Gather Information 35 Interpret Information 37 Suggest Learning Support Strategies 37 Monitor Progress 38 Continue Supporting Students with Ongoing Challenges 38 Makeup of MTSS Teams 39 English as a Second Language/Bilingual Specialists 40 Special Education Specialists 41 Other Professionals 41 Building Professional Bridges across Specializations 42 Characteristics of an Effective MTSS Team 43 Clear and Congruent Principles 43 A Shared Language 44 Loosening Disciplinary Boundaries 45 Respectful Questioning 46 Effective Interpersonal and Communication Skills 47 How to Form Effective MTSS Teams 47 What MTSS Teams Can Accomplish 49 Professional Reflection 49 Capacity Building 50 Redefining Roles 50 The Big Picture 51 Catalysts for Change 51 An Innovative Approach 51 Questions for Reflection and Action 52 Chapter 3 The Learning Environment Created for Multilingual Learners 53 Key Concepts 53 Key Factors in the Learning Environment 54 Teachers 54 Resources Available 59 Design of the Instructional Program 62 Range of Services Offered 64 Role of the Home Language 64 Role of the Home Culture 66 Characteristics of Instruction 68 Characteristics of Assessment 69 Evaluating the Adequacy of the Learning Environment 70 Enhancing the Learning Environment 70 Reflecting on the Six Integral Factors 72 Questions for Reflection and Action 72 Chapter 4 Personal and Family Factors 73 Key Concepts 73 Key Factors in the Student's Personal and Family Background 74 Socioeconomic Status 74 Family Dynamics 75 Expectations 78 Student Interests 79 Student Motivation 79 Experiential Background 81 Parental and Family Engagement 82 Information Gathering 83 Systemic Support Strategies 86 Specific Support Strategies 86 Questions for Reflection and Action 88 Chapter 5 Physical and Psychological Factors 89 Key Concepts 89 Key Physical and Psychological Factors 90 Disease or Medical Condition 90 Impaired Vision or Hearing 91 Malnutrition and Chronic Hunger 93 Effects of Recent Trauma 93 Fear 95 Current Psychological Stress 96 Social and Emotional Development 97 Feelings of Belonging to the School and Wider Community 98 Information Gathering 98 Systemic Support Strategies 100 Specific Support Strategies 102 Questions for Reflection and Action 102 Chapter 6 Previous Schooling Factors 103 Key Concepts 103 Key Factors in Previous Schooling 104 Amount of Formal Schooling in the Home Language 105 Quality of Formal Schooling in the Home Language 109 Amount of Formal ESL Instruction 111 Quality of Formal ESL Instruction 111 Congruence of Educational Approaches 112 Information Gathering and Evaluating the Adequacy of Previous Schooling 113 Systemic Support Strategies 114 Specific Support Strategies 115 Questions for Reflection and Action 116 Chapter 7 Oral Language and Literacy Development 117 Key Concepts 117 Key Factors in Oral Language Development 118 Home Language Acquisition 118 Acquisition of a Second or Additional Language 119 Evidence of Instruction in Oral Academic Language 124 Reinforcing Academic Language at Home 126 Key Factors in Literacy Development 127 Literacy Development in the Home Language and English 128 Literacy Development in Social and Academic Settings 132 Evidence of Appropriate Literacy Instruction in the Home Language and English 134 Literacy in the Home and Community 135 Understanding the Relationship between Students' Home Language and English 136 Language Use Patterns 138 Information Gathering 140 What to Assess in Oral Language and Literacy 141 How to Assess Oral Language and Literacy 142 Comparisons with Peers 145 Systemic Learning Support Strategies 146 Specific Learning Support Strategies 147 Questions for Reflection and Action 147 Chapter 8 Academic Performance 149 Key Concepts 149 Key Factors in Academic Performance 149 Taking into Account All Content Areas 150 Language Proficiency and Knowledge of Concepts 151 Gathering Information about Academic Performance 153 Standardized Norm-Referenced Testing and Performance Assessment 153 Obtaining Information in Students' Home Language and English 155 Comparisons with Like Peers 155 Current and Past Academic Performance Data 158 Evidence of Effective Instruction 159 Home Factors 160 Systemic and Specific Learning Support Strategies 162 Coordination 162 Time and Resources 162 Coherent Learning 162 Common Framework 164 Wide Scope 166 Questions for Reflection and Action 169 Chapter 9 Cross-Cultural Factors 170 Key Concepts 170 Key Characteristics of Culture 171 What Is Culture? 171 The Multiple Facets of Culture 175 Culture as a Dynamic Process 175 Adapting to a New Culture 176 The Role of Culture in Learning 179 Information Gathering and Evaluating Cultural Difference Factors 179 Assessing Educators' Attitudes toward Cultural Reciprocity 182 Systemic Support Strategies 182 Capitalizing on Diversity 183 Contextualizing Instruction 183 Building Staff Knowledge and Understanding 183 Home-School Communication 184 Specific Support Strategies 185 Questions for Reflection and Action 186 Chapter 10 Describing before Identifying: When Specific Challenges Persist 188 Key Concepts 188 The Importance of Describing before Identifying 189 Similarity of Surface Behaviors 191 The Tendency to Choose Disability Explanations 192 The Nature of Second Language Acquisition 192 The Process of Data Collection and Explanation 194 Step 1: Producing an Inventory of Specific Observable Behaviors 195 Step 2: Explaining the Observed Behaviors 199 Reframing the Issue: Describe, Explain, and Support 205 Questions for Reflection and Action 206 Chapter 11 Delivering a Continuum of Services 207 Key Concepts 207 Providing Support in a Timely Manner 208 Benefits of RtI/MTSS for Multilingual Learners 209 A Solution-Seeking Approach Based on Meaning 211 Seeking Language Educators' Expertise to Generate Interventions 212 Seeking Special Educators' Expertise to Generate Interventions 215 A Forum for Crafting and Evaluating Interventions 218 Key Principles for Crafting and Evaluating Interventions 219 Validating Difficulties and Intervening across Contexts 225 An Example of Validating the Source of Difficulties 226 Home Language and Culture as Resources 227 Bilingualism and Special Education Needs 228 Monolingual Educators in Multilingual Settings 229 A Sample Process 229 Questions for Reflection and Action 231 Chapter 12 Putting It All Together 232 Key Concepts 232 Identification of Multilingual Learners Who Experience Significant Challenges 233 Checking the Proportion of Multilingual Learners in Special Education 233 Investigating Misidentification 234 Anticipating and Addressing Predictable Challenges 237 Identifying Exceptionalities in Diverse Settings 238 Rejecting Common Myths 239 Creating a Supportive and Enriching Learning Environment 239 Teachers and Resources 240 Program and Instructional Issues 241 Adopting a Culturally and Linguistically Appropriate Approach 241 Monitoring the Effectiveness of Learning Support Strategies and Interventions 242 Building Capacity to Anticipate New Challenges 245 Creating a Context for Assessment 245 Benefits for All Learners 247 Advocating to Change the System 247 Questions for Reflection and Action 248 Glossary 249 References 254 Index 283Table of Contents