ELs and SPED

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Western Governors University *

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Linguistics

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Oct 30, 2023

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Labo 1 Jessica Labo 10/1/2023 WGU/ ASA1 Task 4 Language Learners and Special Education

Labo 2 Part A The state of Maryland has certain requirements when it comes to referring children for special education services. If a child’s parent/educator feels that a student’s learning is delayed or if there is a possible disability, he or she may refer to the child to be evaluated by contacting the principal. The referral process begins once the principal has been notified. It is important that educators of ELs try to distinguish if learning is delayed due to a language issue. The teacher should try different approaches if he or she feels that the concern is due to language. An approach may be to modify work to accommodate the language issue. Many ELs have difficulty with reading and writing because they are acquiring a second language. If the student is still struggling after several attempted strategies, then the educator should follow through with the referral process. The initial step in identifying ELs with special needs is for a public agency to look at different assessments and data to gather information about the student. The state of Maryland uses the WIDA screener, WIDA ACCESS, and WIDA Alternate ACCESS assessments to see if ELs qualify for special education services. The scores from these assessments provide a baseline for English proficiency levels. The WIDA assessments can be used to see growth and to determine if a student is meeting expectations. (Maryland Department of Education, 2023) Part B. Special factors to consider when identifying a learning disability may include the family’s history. It is important to look at family issues such as, ADHD and any other literacy/learning issues. Many disabilities can be passed down so it is important to see if the disability is genetic. Gathering information about the family’s history will help determine if the issue may be genetic. It is also important to consider any issues in a student’s primary language. If an EL student has difficulty reading/writing in his or her primary language then he or she will likely have difficulty learning a new language. “ If the student only shows the difficult behavior in English settings and not in his/her non-English language(s), then it cannot be an indicator of a

Labo 3 disability.” (Roberstson, et al., 2014) It may be a red flag if the student is struggling in his or her primary language. Part C. 1 Prior to and during the referral process, many important sources should be used to determine if there is a problem. One source to be used is student data. Teachers can look at data, such as scores from WIDA screener and ACCESS. Educators can gather information about the student’s language proficiency based on the scores. The scores can be used to help determine if there is a SPED need. In addition, teachers should look at several factors to help distinguish why the student is having difficulty. It may be helpful for the teacher to talk to the family to see what issues that they are observing at home. It is important to know if the same issues are being observed in the primary language as in English. It is also important to discuss family history, health issues, birth complications, etc. Lastly, teachers should gather documentation of all accommodations used to help the EL student. It is important to note how the work was modified and if the modifications were helpful. Accommodations may include, modifying work to accommodate the student’s level or presenting information in a different way using visuals. Part C. 2 Many adjustments can be made to help those experiencing difficulty in learning language. One important adjustment would be to “use visuals to support academic work.” (Roberstson, et al., 2014) Students can look at visuals to help aid in instruction. If a student does not understand a concept, having a picture may helpful. Visuals may help students remember skills being taught. Another adjustment would be to allow students additional time to complete work. (Roberstson, et al., 2014) It may take ELs longer to process material and gather thoughts. Allowing more time for tasks may be beneficial because the student will be given appropriate time to demonstrate his or her knowledge of a skill.

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Labo 4 Finally, pairing the EL student with another student who speaks the same language. (Roberstson, et al., 2014) Having another student to talk to in his or her primary language may help him or her better understand the skill. If it the skill is explained in the primary language then the EL may gather a better understanding of the skill being taught. It may also be reassuring for the EL student to work with someone who shares the same primary language.

Labo 5 References Maryland Department of Education (2023). English Learners: Eligibility, Guidance, and Laws. http://marylandpublicschools.org/programs/Pages/English- Learners/Eligibility-Guidance-Laws.aspx Robertson, K., Sanchez-Lopez, C., & Breiseth, L. (2014). Addressing ELLs' Language Learning and Special Education Needs: Questions and Considerations. Colorín Colorado. https://www.colorincolorado.org/article/addressing-ells-language-learning-and- specialeducation-needs-questions-and-considerations