Advertisement

Beyond Compliance

Supporting the Transition of English Language Learners with Special Needs
  • Kia Myrick Mcdaniel
Chapter
  • 296 Downloads
Part of the Studies in Inclusive Education book series (STUIE)

Abstract

English Language Learners are the fastest growing population of students in U.S. public schools. Currently, there are 5 million students who receive second language support services and it is estimated that 1 in 4 students in public schools will have English as their second language by 2025 (United States Department of Education, 2013).

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Barrera, M., & Liu, K. K. (2006). Involving parents of english language learners with disabilities through instructional dialogues. Journal of Special Education Leadership, 19(1), 43–51.Google Scholar
  2. Barrera, M., & Liu, K. K. (2010). Challenges of general outcomes measurement in the RTI progress monitoring of linguistically diverse exceptional learners. Theory into Practice, 49(4), 273–280. doi: 10.1080/00405841.2010.510713CrossRefGoogle Scholar
  3. Bos, C. S., & Reyes, E. I. (1996). Conversations with a Latina teacher about education for language-minority students with special needs. The Elementary School Journal, 96(3), 343–351.CrossRefGoogle Scholar
  4. Bottiani, J. H., Bradshaw, C. P., Rosenberg, M. S., Hershfeldt, P. A., Pell, K. L., & Debnam, K. J. (2012). Applying double check to response to intervention: Culturally responsive practices for students with learning disabilities. Insights on Learning Disabilities, 9(1), 93–107.Google Scholar
  5. Brand, B., Valent, A., & Danielson, L. (2013). Improving college and career readiness for students with disabilities. Washington, DC: College and Career Readiness and Success Center.Google Scholar
  6. Brown v. Board of Education of Topeka, 98 F. Supp. 797 (D. Kan. 1951).Google Scholar
  7. Burr, E., Haas, E., & Ferriere, K. (2015). Identifying and supporting English learner students with learning disabilities: Key issues in the literature and state practice (REL 2015–086). Washington, DC: Regional Educational Laboratory West.Google Scholar
  8. Chamot, A. U. (2009). The CALLA handbook: Implementing the cognitive academic language learning approach (2nd ed.). White Plains, NY: Pearson Education.Google Scholar
  9. Crosnoe, R. (2009). Family-school connections and the transitions of low-income youths and English language learners from middle school to high school. Developmental Psychology, 45(4), 1061–1076.CrossRefGoogle Scholar
  10. Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism Toronto, 19, 197–202.Google Scholar
  11. DeMatthews, D. E., Edwards, D. B., & Nelson, T. E. (2014). Identification problems: US special education eligibility for English language learners. International Journal of Educational Research, 68, 27–34. Retrieved from http://dx.doi.org/ 10.1016/j.ijer.2014.08.002CrossRefGoogle Scholar
  12. De Valenzuela, J. S., & Niccolai, S. L. (2004). Language development in culturally and linguistically diverse students with special education needs. In L. Baca & H. Cervantes (Eds.), The bilingual special education interface (4th ed., pp. 125–161). Upper Saddle River, NJ: Merrill.Google Scholar
  13. Equal Educational Opportunities Act of 1974 (EEOA), 20 U.S.C. section 1703(f) (Supp. 1984).Google Scholar
  14. Fairbairn, S., & Jones-Vo, S. (2010). Differentiating instruction and assessment for English language learners: A guide for K/12 teachers. Philadelphia, PA; Caslon Pub.Google Scholar
  15. Fiedler, C. R., Chiang, B., Van Haren, B., Jorgensen, J., Halberg, S., & Boreson, L. (2008). Culturally responsive practices in schools: A checklist to address disproportionality in special education. Teaching Exceptional Children, 40(5), 52–59.CrossRefGoogle Scholar
  16. Garcia, S. B., & Ortiz, A. A. (2008). A framework for culturally and linguistically responsive design of response-to-intervention models. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(1), 24–41.Google Scholar
  17. García, S. B., & Ortiz, A. A. (2013). Intersectionality as a framework for transformative research in special education. Multiple Voices for Ethnically Diverse Exceptional Learners, 13(2), 32–47.Google Scholar
  18. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.Google Scholar
  19. Gottlieb, M., Katz, A., & Ernst-Slavit, G. (2009). Paper to practice: Using the TESOL English language proficiency standards in PreK-12 classrooms. Alexandria, VA: Teachers of English to Speakers of Other Languages.Google Scholar
  20. Greene, G. (2014). Transition of culturally and linguistically diverse youth with disabilities: Challenges and opportunities. Journal of Vocational Rehabilitation, 40(3), 239–245. doi: 10.3233/JVR-140689Google Scholar
  21. Halpern, A. S. (1985). Transition: A look at the foundations. Exceptional Children, 51(6), 479–486.CrossRefGoogle Scholar
  22. Hernandez Finch, M. E. (2012). Special considerations with response to intervention and instruction for students with diverse backgrounds. Psychology in the Schools, 49(3), 285–296. Retrieved from http://dx.doi.org/ 10.1002/pits.21597CrossRefGoogle Scholar
  23. Hoover, J. J., & Patton, J. R. (2005). Differentiating curriculum and instruction for English-language learners with special needs. Intervention in School & Clinic, 40(4), 231–235.CrossRefGoogle Scholar
  24. Hoover, J. J., Klingner, J. K., Baca, L. M., & Patton, J. M. (2008). Methods for teaching culturally and linguistically diverse exceptional learners. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.Google Scholar
  25. Hubert, T. L. (2014). Learners of mathematics: High school students’ perspectives of culturally relevant mathematics pedagogy. Journal of African American Studies, 18(3), 324–336.CrossRefGoogle Scholar
  26. Individuals with Disabilities Education Improvement Act of 2004, P.L. No. 108-446, 20 U.S.C.Google Scholar
  27. Klingner, J. K., & Edwards, P. A. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41(1), 108–117.CrossRefGoogle Scholar
  28. Klingner, J. K., Artiles, A. J., & Barletta, L. M. (2006). English language learners who struggle with reading: Language acquisition or LD? Journal of Learning Disabilities, 39(2), 108–128.CrossRefGoogle Scholar
  29. Kohler, P. D. (1996). Taxonomy for transition programming. Champaign, IL: University of Illinois.Google Scholar
  30. Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon.Google Scholar
  31. Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165.CrossRefGoogle Scholar
  32. Liasidou, A. (2013). Bilingual and special educational needs in inclusive classrooms: Some critical and pedagogical considerations. Support for Learning, 28(1), 11–16. doi: 10.1111/1467-9604.12010CrossRefGoogle Scholar
  33. Linan-Thompson, S., Cirino, P. T., & Vaughn, S. (2007). Determining English language learners’ response to intervention: Questions and some answers. Learning Disability Quarterly, 30(3), 185–195.CrossRefGoogle Scholar
  34. May 25th Memorandum. 35 Fed Register 11595 (1970).Google Scholar
  35. Maye, D., & Day, B. (2012). Teacher identities: The fingerprint of culturally relevant pedagogy for students at risk. Delta Kappa Gamma Bulletin, 78(2), 19–26.Google Scholar
  36. Mazzotti, V. L., Rowe, D. A., Cameto, R., Test, D. W., & Morningstar, M. E. (2013). Identifying and promoting transition evidence-based practices and predictors of success: A position paper of the division on career development and transition. Career Development and Transition for Exceptional Individuals, 36(3), 140–151. doi: 10.1177/2165143413503365CrossRefGoogle Scholar
  37. Mazzotti, V. L., Test, D. W., & Mustian, A. L. (2014). Secondary transition evidence-based practices and predictors: Implications for policymakers. Journal of Disability Policy Studies, 25(1), 5–18. doi: 10.1177/1044207312460888CrossRefGoogle Scholar
  38. Meyer v. Nebraska. 262 U.S. 390, 43 S. Ct. 625, 67 L. Ed. 1042 (1923).Google Scholar
  39. Morningstar, M., & Mazzotti, V. (2014). Teacher preparation to deliver evidence-based transition planning and services to youth with disabilities (Document No. IC-1). Gainesville, FL: University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center. Retrieved from http://ceedar.education.ufl.edu/tools/innovation-configurations/
  40. National Center on Response to Intervention. (2010). Essential components of RTI-A closer look at response to intervention. Washington, DC: U.S. Department of Education, Office of Special Programs, National Center on Response to Intervention.Google Scholar
  41. National Center on Educational Outcomes. (2011). Understanding subgroups in common state assessments: Special education students and ELLs (NCEO Brief. Number 4). Minneapolis, MN: National Center on Educational Outcomes, University of Minnesota.Google Scholar
  42. Newman, L., Wagner, M., Knokey, A., Marder, C., Nagle, K., Shaver, D., & Wei, X. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the national longitudinal transition study-2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International.Google Scholar
  43. Newman, L. A., Madaus, J. W., & Javitz, H. S. (2016). Effect of transition planning on postsecondary support receipt by students with disabilities. Exceptional Children, 82(4), 497–514. Retrieved from http://dx.doi.org/ 10.1177/0014402915615884CrossRefGoogle Scholar
  44. No Child Left Behind Act of 2001 (NCLB). (2001). Public Law 107-110, 115 Statute 1425.Google Scholar
  45. Orelus, P. W., & Hills, M. D. (2010). Rethinking literacy development of bilingual students with special needs: Challenges, struggles and growth. International Journal of Special Education, 25(2), 136–147. Retrieved from http://dx.doi.org/ 10.1177/0014402915615884Google Scholar
  46. Orosco, M. J., & Klingner, J. (2010). One school’s implementation of RTI with english language learners: “Referring into RTI”. Journal of Learning Disabilities, 43(3), 269–288. Retrieved frpm http://dx.doi.org/ 10.1177/0022219409355474
  47. Orosco, M. J., & O’Connor, R. (2014). Culturally responsive instruction for English language learners with learning disabilities. Journal of Learning Disabilities, 47(6), 515–531. Retrieved from http://dx.doi.org/ 10.1177/0022219413476553CrossRefGoogle Scholar
  48. Ortiz, A. A., & Yates, J. R. (2001). A framework for serving English language learners with disabilities. Journal of Special Education Leadership, 14(2), 72–80.Google Scholar
  49. Paneque, O. M., & Rodriguez, D. (2009). Language use by bilingual special educators of English language learners with disabilities. International Journal of Special Education, 24(3), 63–69.Google Scholar
  50. Park, S., Magee, J., Martinez, A., Willner, L., & Paul, J. (2016). English language learners with disabilities: A call for additional research and policy guidance. Washington, DC: CCSSOGoogle Scholar
  51. Piazza, S. V., Rao, S., & Protacio, M. S. (2015). Converging recommendations for culturally responsive literacy practices: Students with learning disabilities, English language learners, and socioculturally diverse learners. International Journal of Multicultural Education, 17(3), 1–20.CrossRefGoogle Scholar
  52. Pierce, S. (2015). Unaccompanied child migrants in U.S. communities, immigration court and schools. Washington, DC: Migration Policy InstituteGoogle Scholar
  53. Plyer v. Doe, 457 U.S. 202, 102 S. Ct. 2382, 72 L. Ed. 2d 786 (1982).Google Scholar
  54. Scott, A. N., Hauerwas, L. B., & Brown, R. D. (2014). State policy and guidance for identifying learning disabilities in culturally and linguistically diverse students. Learning Disability Quarterly, 37(3), 172–185. Retrieved from http://dx.doi.org/ 10.1177/0731948713507261CrossRefGoogle Scholar
  55. Shifrer, D., Muller, C., & Callahan, R. (2011). Disproportionality and learning disabilities: Parsing apart race, socioeconomic status, and language. Journal of Learning Disabilities, 44(3), 246–257. Retrieved from http://dx.doi.org/ 10.1177/0022219410374236CrossRefGoogle Scholar
  56. Sparks, S. D. (2016, May 11). Teaching English learners: What does the research tell us? Education Week, pp. 3–6.Google Scholar
  57. Sugarman, J. (2016). Funding on equitable education for English learners in the United States. Washington, DC: Migration Policy InstituteGoogle Scholar
  58. Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77(3), 317–334.CrossRefGoogle Scholar
  59. Trainor, A. A., Murray, A., & Kim, H. (2014). Postsecondary transition and English learners with disabilities: Data from the second national longitudinal transition study (WCER Working Paper No. 2014-4). Madison, WI: Wisconsin Center for Education Research.Google Scholar
  60. Trainor, A., Murray, A., & Kim, H. (2016). English learners with disabilities in high school: Population characteristics, transition programs, and postschool outcomes. Remedial and Special Education, 37(3), 146–158. Retrieved from http://dx.doi.org/ 10.1177/0741932515626797CrossRefGoogle Scholar
  61. United States Department of Education. (2013). The biennial report to congress on the implementation of the title III state formulas grant program, school years 2008–10. Washington, DC: U.S. Department of Education.Google Scholar
  62. Utley, C. A., Obiakor, F. E., & Bakken, J. P. (2011). Culturally responsive practices for culturally and linguistically diverse students with learning disabilities. Learning Disabilities: A Contemporary Journal, 9(1), 5–18.Google Scholar
  63. Walter, T. (2004). Teaching English language learners: The how-to handbook. White Plains, NY: Longman.Google Scholar
  64. Wanzek, J., Swanson, E., Vaughn, S., Roberts, G., & Fall, A. M. (2016). English learner and non-English learner students with disabilities: Content acquisition and comprehension. Exceptional Children, 82(4), 428–442. Retrieved from http://dx.doi.org/ 10.1177/0014402915619419CrossRefGoogle Scholar
  65. Westminster School Dist. of Orange County v. Mendez, 161 F.2d 774 (9th Cir. 1947).Google Scholar
  66. Zetlin, A., Beltran, D., Salcido, P., Gonzalez, T., & Reyes, T. (2011). Building a pathway of optimal support for English language learners in special education. Teacher Education and Special Education, 34(1), 59–70. Retrieved from http://dx.doi.org/ 10.1177/0888406410380423CrossRefGoogle Scholar
  67. Zimmerman, L. W. (2008). Teaching bilingual students with special needs: A teacher training issue. Journal on Educational Psychology, 2(2), 21–25.Google Scholar

Copyright information

© Sense Publishers 2017

Authors and Affiliations

  • Kia Myrick Mcdaniel
    • 1
  1. 1.Loyola University (Maryland)USA

Personalised recommendations