Essential Components of Special Education for English Language Learners with Learning Disabilities: Position Statement of the Division for Learning Disabilities of the Council for Exceptional Children

Klingner, Janette K.; Boelé, Amy L.; Linan‐Thompson, Sylvia; Rodríguez, Diane

doi:10.1111/ldrp.12040

Cited by 27 publications

(33 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, bilingual special education should include access to the general education curriculum and research-based, individualized instruction to support academic development and appropriate behavior (Klingner et al, 2014).…”

Section: Implement Response To Interventionmentioning

confidence: 99%

Overcoming Common Misunderstandings About Students With Disabilities Who Are English Language Learners

Cheatham

Barnett

2016

Intervention in School and Clinic

View full text Add to dashboard Cite

Special education programs are increasingly serving students with disabilities who are English language learners and their families. Facilitating bilingualism is an effective practice and aligns with culturally responsive special education service provision. It is critical for special educators and service providers to learn about bilingualism, second language learning, and students with disabilities to responsibly participate in individualized education program team decision making. This column presents five misunderstandings about students who are English language learners with disabilities. Based on the research literature, responses to each misunderstanding are presented and include implications and recommendations for special educators.

show abstract

Section: Implement Response To Interventionmentioning

confidence: 99%

Overcoming Common Misunderstandings About Students With Disabilities Who Are English Language Learners

Cheatham

Barnett

2016

Intervention in School and Clinic

View full text Add to dashboard Cite

show abstract

“…For example, when teaching ELs with disabilities, Klingner et al. () wrote that “providing special education for ELLs with LD will require collaboration among the various teachers and support personnel in a school” (p. 3). Once ELs are properly identified with a learning disability, delivery of both special services and English language development must occur, and collaboration among educators improves the quality of mandated and necessary supports documented in the IEP.…”

Section: Discussion and Implications For Practitionersmentioning

confidence: 99%

“…In addition, Klingner et al. () discussed the importance of continued language supports along with special education, stating that “when ELLs are identified as having LD, their need for instruction in English language development does not end” (p. 1.…”

Section: Current Studymentioning

confidence: 99%

Examining IEPs of English Learners with Learning Disabilities for Cultural and Linguistic Responsiveness

Hoover

Erickson²,

Patton

et al. 2018

Learn Disabil Res Pract

View full text Add to dashboard Cite

Effective education of English learners (ELs) with learning disabilities requires special educators to deliver culturally/linguistically responsive instruction within the context of special services, embracing the interaction between exceptionality and diversity. A critical concept is the notion that cultural and linguistic features are mandated by law to remain integral to teaching and learning once ELs are appropriately placed for special services. We examined a sampling of IEPs for ELs receiving special education for learning disabilities for cultural/linguistic responsive features to inform instruction. We found from our pilot study that the IEPs contain little to no reference to ELs' diverse linguistic and cultural qualities to (1) meet legislative mandates, and (2) guide delivery of appropriate special education. Practitioner implications for developing culturally and linguistically responsive IEPs are provided to support educators who teach ELs with learning disabilities.

show abstract

“…Although, ELs with LD benefi t from comprehensive reading instruction, they will also need support to access the general education curriculum (Genesee, 2006 ), with English language development, and support in developing literacy in their native language (Klingner, Boelé, Linan-Thompson, & Rodriguez, 2014 ). To increase the likelihood of success, reading interventions used with ELs should ensure that the language used in instruction is comprehensible, that it is meaningful, contextualized, and understood by ELs (Herrera & Murry, 2005 ;Krashen, 1991 ;Rodriguez, 2009 ) and that students are provided opportunities to produce oral and written language (Swain, 2005 ).…”

Section: Reading Interventions For Els With Ldmentioning

confidence: 99%

Interventions in Learning Disabilities

Schiff¹,

Joshi²

2016

Literacy Studies

View full text Add to dashboard Cite

While language defi nes humanity, literacy defi nes civilization. Understandably, illiteracy or diffi culties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the fi gure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become diffi cult to integrate this abundance of information into a coherent body because of the artifi cial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills.More information about this series at

show abstract

Essential Components of Special Education for English Language Learners with Learning Disabilities: Position Statement of the Division for Learning Disabilities of the Council for Exceptional Children

Cited by 27 publications

References 16 publications

Overcoming Common Misunderstandings About Students With Disabilities Who Are English Language Learners

Overcoming Common Misunderstandings About Students With Disabilities Who Are English Language Learners

Examining IEPs of English Learners with Learning Disabilities for Cultural and Linguistic Responsiveness

Interventions in Learning Disabilities

Contact Info

Product

Resources

About