Transcript Bilingual Special Education Interface Developing IEPs for Exceptional Language Minority Students

Bilingual Special
Education Interface
Developing IEPs for Exceptional
Language Minority Students
IDEA 2004:
What’s in an IEP?
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Definition: IEP means a written statement for
each child with a disability that is developed,
reviewed, and revised in accordance with
IDEA
Includes:
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Statement of child’s present levels
Academic achievement
 Functioning performance
 How disability affects involvement and progress in
general education curriculum
 Ability to take standardized assessments with the rest of
the class.
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If not, alternate benchmarks must be provided
IDEA 2004:
What’s in an IEP?
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Includes:
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Statement of measurable, annual goals
These goals meet the child’s needs toward the purpose
of involvement in the general curriculum.
 Goal must meet each of the educational needs.
 Description of how to measure progress toward meeting
these goals.
 Description of how to report the data on this progress.
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Statement of special education, related services,
supplementary aids, and services
 Statement of program modifications provided
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IDEA 2004:
What’s in an IEP?
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Includes:
 Description of how all educational and
extracurricular needs to be met.
 Description of the the extent and why the
child will not be in a general education
class
 Description of any transition services to
move from high school to after graduation
IDEA 2004:
IEP Special Considerations
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Strengths of the child
Concerns of the parents
for enhancing the
education of their child;
Results of the initial
evaluation or most
recent evaluation of the
child
Academic,
developmental, and
functional needs.
Need for assistive
technology
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Use of positive
behavioral interventions
and supports along with
other strategies when
needed.
LEP: “the language
needs of the child as
such needs relate to the
child.”
Blind/ VI: use of Braille
Deaf/ HH:
Communication needs
Specific Needs of ELL with
Disabilities
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Language of instruction for each goal.
Instructional strategies accounting for L2
acquisition.
Curricula and materials used accounting for
L2 acquisition.
Culturally appropriate motivators.
Who will provide services, monitor progress,
and do annual reviews?
Who will coordinate efforts from all of the
professionals?
Type of Language Intervention.
Types of Language
Interventions
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Language Enrichment: Student has L2
enough, but may need some support. Can be
done mostly in English
Language Development: Students need more
information on academic language use and
formal language use. Can be done mostly in
English.
Remediation: Program to help acquire critical
language competencies and/or learn
strategies to help them compensate for the
disability. Will need L1 and English or ESL.
Language of Instruction
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Native Language Instruction: Goal to get
CALP in L1 to later get CALP in L2 and taught
in L1 so they can learn general ed. curriculum
while learning L2.
English as a Second Language: Use of ESL
(English-only) techniques to teach curriculum.
Instruction in English With no Other Support:
Should only be done when child
demonstrates no need for further support
because they have CALP of 4-5.
Information Needed by all
Service Providers
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Service Providers:
ESL or Bilingual Teacher
 General Education Teacher
 Special Education Teacher
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What they need to know:
How 2nd languages are acquired
 How culture impacts learning
 How SES impacts learning
 Cultural and linguistic learning styles
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Discussion:
ELL Teaching Strategies
Review information on pages 202-206.
 Come up with some suggestions to give
to teachers who are trying to decide the
best ways to provide services to ELL
child who is struggling with reading and
exhibiting conduct problems.
 Describe each point in terms of general
techniques and specific suggestions.
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Least Restrictive Environment
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Typical Environment ELL
Only SPED (many times this is all day)
 Only Bilingual Ed/ ESOL (many times this is all
day)
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Better would be
SPED trained to work with bilingual/ ESOL
methods
 Bilingual Ed/ ESOL trained to work with SPED
methods
 Trained paraprofessional under close supervision
of both Bilingual Ed/ ESOL and SPED
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Specific Possible Placements
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Full-time bilingual ed with modifications
Full time general ed with ESOL and
modifications
SPED consults with both general ed and
bilingual ed/ ESOL to plan instruction
Resource for both SPED and bilingual ed/
ESOL
Full-time SPED with considerations made for
linguistic and culturally differences.
IDEA 2004:
Who makes up the IEP team?
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The parent of the child
Not less than 1 regular education teacher (if
the child participates in regular education)
Not less than 1 SPED teacher
LEA representative
Can provide or supervise provision of specialized
instruction designed to meet the child’s needs
 Knows about the general education curriculum
 Is knowledgeable about local resources
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IDEA 2004:
Who makes up the IEP team?
An individual to interpret results of
evaluation
 Anyone else who has knowledge of the
child or related services
 The child (when appropriate)
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Barriers to Bilingual Parental
Participation in IEP Meeting
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Communication problems (Correa, 1989; Gault, 1989;
Harry, 1992a; Lynch & Stein, 1987; Turnbull &
Turnbull, 1982).
Cultural differences (Gault; Harry, 1990, 1992a;
Lynch & Stein; Sanchez, 1996).
Lack of school knowledge and/or parental knowledge
(Gallegos & Gallegos, 1988; Harry, 1990 1992a;
McKinney & Hocutt, 1982).
Feelings of disconnection with or intimidation by the
school (Correa; Sanchez; Yates & Ortiz, 1998).
Educational level of the child (Epstein & Dauber,
2001).
What Bilingual Parents Know
About the IEP
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When Harry (1992a) asked Hispanic families she was
working with to show her a copy of their children’s
papers, all of them had a copy of the IEP, but none of
them knew what it was called or what it said.
Gallegos and Gallegos (1988) found that a majority of
Hispanic parents reported they could not understand
the forms being sent home from the school. Report
cards and IEPs were discussed specifically.
Lynch and Stein’s study, when parents did know what
an IEP was, only 55% of the Hispanics knew what
services were listed on it.
Information for all
Multidisciplinary Teams
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Multidisciplinary Teams
Usually consist of all or most of the members of
the IEP team
 For ELL, translator is required.
 Multicultural Expert really is needed
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What they need to know
Is the problem a disability or is it something else
(language, culture, SES, lack of educational
opportunity).
 Know how to interpret basic assessment data.
 Know how to use that data to implement
intervention strategies
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IDEA 2004:
Deviation from the Book:
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Textbook says… “Decisions about services
needed by students must be made without
regard to cost or availability of these
services.”
IDEA 2004 Regs. “The costs associated with
educating a high need child with a disability
are only those costs associated with providing
direct special education and related services
to such child that are identified in such child's
IEP.”
Hudson v. Rowley (next slide)
Hudson v. Rowley (1982)
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Supreme Court Decision
States need not provide additional services
above and beyond those needed to
adequately meet the child’s educational
needs.
Sign-language interpreter not to be provided
for a deaf student who is receiving an
adequate education (based on school
records) to meet her educational needs
Group Discussion
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The MDT has determined that the child that
you wrote your report for qualified for
services.
Based on information from the psych report
that you completed, discuss anything that
should be in the IEP for this child (pp. 195197 in text may help).
Consider all of the issues we have already
discussed today and prior to today.