Meeting the Needs of English Language Learners With Disabilities in Urban Settings

Abstract

English-language learners with disabilities are capable of learning and are entitled to high-quality educational experiences. Their academic and social needs should be considered from multiple perspectives. To be effective, bilingual special education programs must implement best practices. This article highlights findings from research devoted to examining the influence of language on teaching and learning.Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. -Paulo FreireIn the current climate of rethinking the structure of urban schools in the United States, efforts are underway to set high standards to promote better teaching and improve learning. Too often, the needs of English language learners (ELLs) with disabilities in urban schools seem to go unnoticed.

Effects of Linguistic Complexity and Math Difficulty on Word Problem Solving by English Learners

“…These analyses make clear the need to ensure that teachers consider English Learners' experiences and take care to clarify forms of expression that may be confusing or ambiguous to a student who is learning English (Janzen, 2008). In addition, this theoretical perspective holds that it is not appropriate for math teachers to view English Learners as being "deficient" but rather to identify the strengths of their prior knowledge and experiences that can be integrated into the examples used in the classroom (Freeman & Crawford, 2008;Rodriguez, 2009;Secada, 1996).…”

No English Learner Left Behind: How Can States and Teacher Preparation Programs Support Content-Area Practitioners?

“…For instance, Echevarria, Voght, and Short (2012), in the fourth edition of Making Content Comprehensible for English Learners: The SIOP Model, wrote a chapter about how to teach ELs that may be identified as special needs students, thus making their approach interdisciplinary or cross-disciplinary. Other researchers have also been giving attention to that issue and making recommendations for improved teacher training (Reed, 2013;Rodriguez, 2009.) These authors have also published textbooks describing strategies to use when teaching specific disciplines in heterogeneous classrooms.…”

Pedagogy for ethnic minority pupils with special educational needs in England: common yet different?

“…[Insert Table 4 about instructions (Gross 2002), using visual aids and pictures (Rodriguez 2009), checking pupils' understanding of the topic and instructions (Hartas 2005), using simpler speech and gestures (Hart 2009), conducting demonstrations (Brice & Perkins 1997) and increasing wait time (Hart 2009). With the exception of the use of the pupils' home languages, these seem to be generic strategies which could be used to support children who needed more help with their learning.…”