Supporting Bilingual/ELL Students

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Questions and Answers

What is the purpose of using structured frameworks like Response to Intervention (RTI)?

To monitor progress, make informed decisions, and tailor interventions to individual student needs.

What factors should educators consider before referring a bilingual/ELL student to special education?

English proficiency level, prior education, quality of instruction, and external factors like trauma or cultural adjustment.

Should referral decisions for bilingual/ELL students be based solely on standardized test scores? Explain.

No, they should not. Standardized test scores or isolated observations do not provide a comprehensive picture of a student's needs.

What are the critical steps to take when communicating with families during the referral process for bilingual/ELL students?

<p>Explain observed challenges, interventions already attempted, involve families in discussions, and provide consistent updates, with translated materials and interpreters.</p> Signup and view all the answers

What are some actions and principles educators should promote to support bilingual/ELL students and ensure their success?

<p>Address disproportionality, foster collaboration, and partner with families; advocate for inclusive practices.</p> Signup and view all the answers

What is one reason why bilingual/ELL students might be overrepresented in special education?

<p>Language barriers may be mistaken for cognitive delays.</p> Signup and view all the answers

What is one essential practice schools should use to prevent disproportionality in special education?

<p>Assessments should be conducted in the student's home language.</p> Signup and view all the answers

What is the purpose of a multidisciplinary team in supporting bilingual/ELL students?

<p>To establish norms for open communication and shared decision-making.</p> Signup and view all the answers

What type of methods should a multidisciplinary team use to determine appropriate interventions for bilingual/ELL students?

<p>Evidence-based problem-solving methods.</p> Signup and view all the answers

What is one factor to consider when collecting and analyzing data for bilingual/ELL students?

<p>The student's language proficiency.</p> Signup and view all the answers

Besides language proficiency, what is another factor that teams should consider about a student's experience when identifying interventions?

<p>Cultural background.</p> Signup and view all the answers

In addition to language and culture, what other piece of information should be considered when determining interventions for a student?

<p>Educational history.</p> Signup and view all the answers

Flashcards

English Proficiency Level

The level at which a student understands and uses the English language.

Prior Educational Experiences

A student's previous schooling experiences can affect their current learning. This includes the quality of education received and any challenges they faced in previous schools.

Quality of Instruction

Teachers should ensure that bilingual/ELL students are receiving high-quality instruction that is tailored to their needs. This includes providing appropriate accommodations and supports.

External Factors

Factors outside of school, such as trauma or cultural adjustment, can impact a student's learning and well-being.

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Family Involvement

Families should be involved in all decisions related to their child's education, including referrals for special education. This includes respecting their perspective and concerns.

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Overrepresentation of Bilingual/ELL Students in Special Education

The situation where bilingual/ELL students are placed in special education programs at a rate that is higher than their representation in the general student population.

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Underrepresentation of Bilingual/ELL Students in Special Education

The situation where bilingual/ELL students are placed in special education programs at a rate that is lower than their representation in the general student population.

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Multiple Data Sources

Using multiple sources of information to understand a student's strengths and areas for growth.

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Assessment in Home Language

Assessing students in their native language to obtain a more accurate understanding of their abilities.

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Culturally Responsive and Linguistically Appropriate Practices

Teaching approaches and materials that consider the cultural backgrounds and linguistic needs of students.

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Multidisciplinary Team

A group of professionals from different disciplines who collaborate to support students' needs.

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Evidence-Based Problem-Solving Methods

Methods for addressing a student's difficulties before referring them to special education.

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Data-Driven Decision-Making

Collecting and analyzing data to understand a student's strengths and areas for growth while considering their cultural and linguistic background.

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Study Notes

Supporting Bilingual/ELL Students: Interventions and Equity

  • Misidentification in Special Education: Bilingual/ELL students are disproportionately represented in special education due to misinterpreting language barriers as cognitive delays. Conversely, they may be underrepresented if teachers hesitate to refer them due to assuming their challenges are solely from language acquisition.
  • Factors Contributing to Misidentification: Biases, inadequate teacher training, and assessments lacking cultural and linguistic sensitivity are contributing factors.
  • Culturally Responsive Practices: Schools must use multiple data sources, assessments in the student's home language, and train educators to differentiate language acquisition challenges from true disabilities.
  • Collaboration for Success: Multi-disciplinary teams (educators, specialists, administrators, families) should employ evidence-based problem-solving to intervene before special education.
  • Data-Driven Decisions: Teams should collect and analyze comprehensive data considering cultural and linguistic factors. Student language proficiency, cultural background, and educational history are crucial.
  • Effective Collaboration: Establish norms for open communication and shared decision-making within multi-disciplinary teams.
  • Family Engagement: Involve families in the process, respect their input, and ensure consistent communication. Provide translated materials and interpreters if needed.
  • Referral Process: Educators should explain observed challenges, interventions attempted, and the student's progress. Respect family concerns.
  • Referral Considerations: Before referring, consider English proficiency level, prior experiences, instruction quality, and external factors (trauma/cultural adjustment). Avoid solely relying on standardized test scores or isolated observations.
  • Response to Intervention (RTI): Structured frameworks like RTI allow for progress monitoring and informed decisions tailored to the student's unique needs.

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