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In examining a student's needs, a is best. Background information on why coordinating support services for ELLs is provided in from the Michigan Department of Education. Someone who speaks the child's native language must be involved in the process along with colleagues with expertise in ELL and/or bilingual education, special education, speech-language therapy, and parent outreach. Even if your school doesn't formally use a team when assessing or evaluating students, creating an informal team is a better option than trying to figure it out alone, and informal steps may lay the groundwork for more formal processes in the future.

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(This is an article by Mary Acheson*) There are a number of reasons why higher education plays a vital role in furthering your career; no matter what profession you plan to pursue. Some careers and career advancement opportunities will be limited – and sometimes eliminated – by not having sufficient post-secondary s
For example, if during English instructional time, a teacher observes an ELL student who refuses to answer questions, makes inappropriate comments, has poor recall, comprehension and vocabulary, and struggles when sequencing ideas, the teacher might be concerned that the child needs special education support. While that may be the case, it's important to remember that these behaviors can also be explained from the perspective of an ELL student in the process of developing academic English. In the case of "refus(ing) to answer questions," ELL students may often not participate in class because while they might have proficiency enough to understand the message, they might not have enough proficiency in English to answer. Here are two examples of questions you can ask to tease out whether a student's difficulties may be part of learning a new language.


New York State Education Department

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As indicated in the introduction, there are two troubling trends when it comes to : over-identification for special education, which results from assigning students to special education programs who do not actually need those services, and under-identification, which is what happens when students who do have learning disabilities or special education needs do not receive appropriate services. It is important to note that an awareness of one trend can sometimes lead to an towards the other, which is why it is essential to establish a process that focuses on each individual student rather than a vague sense of what has or has not worked it the past.

Education is one of the best investments you’ll ever make, opening up a path of personal growth and life opportunities
"VONAPP"our online education benefit application is officially retired. VONAPP was a fillable online VA form. We now have a user interface that guides you through the application process, much like tax preparation software does.

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If your team determines that special education assessment is needed, the next question is to ask which evaluation methods will be used to determine what kinds of services the student might need and to learn more about the language used in those tools. According to expert Kathy Escamilla, who Lesli and Nirvi interviewed for their article, "When most of the tools that are used to assess learning disabilities are in English and were normed on monolingual English-speaking kids who are part of the dominant culture, you can't rely on that to tell you if a child with a different primary language has a learning disability or if they just don't know the language." An added complication is the evaluation of long-term ELLs who were born in the U.S. but don't have strong literacy skills in English or Spanish. Ideally, the evaluation process will include multiple sources of data that can take those realities into account.

Education World | Connecting educators to what works

It is essential that different academic interventions are tried and the results recorded before any formal special evaluation assessment is requested. This process may be part of a approach. (You can learn more from this developed by Cristina Sánchez-Lopez for WIDA.) This is important because students may have very different learning styles or comfort levels with the U.S. educational environment, or may be struggling with literacy skills. When a teacher does intentional interventions to provide support and documents the results, valuable information is then available if an assessment is needed in the future. Here are some common academic intervention options:

Idaho State Department of Education (SDE)

Even if you feel like you don't have all of the answers, we encourage you to come together with colleagues and think about what steps you can in the short-term and long-term to improve these practices in your setting, ensuring that students like Samira get the services they need to become successful.