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Distinguishing between language acquisition and learning disabilities among English language learners: background information
... Although the grade level at which English learner students enter a U.S. school is likely to be important for predicting their time to reclassification, the direction of this relationship is unclear. Research supports conflicting hypotheses about whether older or younger students learn English more quickly (Conger, 2009; Gass & Selinker, 2008Klingner, Artiles, & Barletta, 2006; Orozco, Almanza, de Onis, Klingner, & Hoover, 2008). Nonetheless, there is little research on how disability category, particularly the categories of specific learning disabilities and speech or language impairments, relates to English learner student reclassification. ...
... A student's disability category also warrants further research, particularly concerning specific learning disabilities and speech or language impairments (Klingner et al., 2006; Orozco et al., 2008). Educators across the country are increasingly concerned about how to A-2 meet the needs of English learner students with disabilities. ...
Approximately half the students who entered kindergarten in New York City public schools as English learner students were reclassified as former English learner students within four years (by the end of their expected grade 3 year). Median times to reclassification differed by grade of entry, initial English proficiency, and disability status. English learner students who entered in grade 6 or 7 took a year longer to become reclassified. English learner students with below average initial English proficiency took two years longer to become reclassified than did English learner students with above average initial English proficiency. English learner students with specific learning disabilities took four years longer to become reclassified than did students without such disabilities, and students with speech or language impairments took two years longer to become reclassified than students without these impairments.
... Research highlights that educating ELLs requires some accommodation for academic success (Echevarria et al., 2017;O'Brien, 2011;Orosco et al., 2016), and mathematics classes are not exceptions (Abedi, 2009). Most common accommodation strategies include modeling of solving problems (i.e., using explicit and direct instruction), giving extra time in answering questions, explaining vocabulary items and their usages, providing extra scaffolding that moves student to the solution path with minimal effort, and using visuals and graphic organizers. ...
The number of English language learners (ELLs) is increasing rapidly at U.S. schools. Mainstream teachers have an important role in the academic success of these students because ELLs spend most of their school time in mainstream classes. They are pulled out a few hours in a school day for ELL services. Therefore, it is crucial to educate mainstream teachers in how to teach ELL students. Mathematics is one of the hardest topics for ELLs. This chapter aims to uncover some of the challenges that elementary ELLs have in math classes and provide some implications on how to better teach math to ELL students
... The diversity of our student population in both society and schools continues to evolve to the level that requires educator preparation programs to revisit training practices, areas of emphasis, and curriculum. Over the past few decades, the number of students representing diverse cultures and associated languages (i.e., culturally and linguistically diverse learners) has increased significantly (see Aceves & Orosco, 2014;Fernandez & Inserra, 2013;Orosco, de Schonewise, de Onis, Klingner, & Hoover, 2016;Watkins & Liu, 2013), creating unique challenges for special education classroom teachers and IHE professionals charged with their educator preparation. Important to consider is the reality that language is interconnected with culture, and as students with disabilities bring a second language to the classroom, they are also bringing their cultural values, teachings, and heritages that directly affect teaching, learning, and assessment (Hoover & Bartletta, 2016). ...
There is a well-documented need for leadership personnel who are prepared at the doctoral level to fill special education faculty positions at institutions of higher education (IHEs) and train the next generation of teachers. The intersection of continued retirements of special education faculty, shortage of well-prepared special education faculty to fill those positions, and changing preK-12 student demographics provides unique challenges to special education doctoral leadership preparation programs. Although a variety of variables influence special educator preparation in 21st-century schools, five contemporary issues (i.e., changing roles, evolving diversity, need for funding support, situating doctoral trainees in teacher training, and training delivery models) rise to a level highly relevant to special educator preparation at the doctoral level. In this article, the authors explore this complex landscape and offer policy recommendations to strengthen and update special education higher education leadership preparation. © 2016 Teacher Education Division of the Council for Exceptional Children.
... The descriptor English language learner (ELL) is used to refer to students who speak a language other than English as their home language and who are in the process of acquiring English as a second language. These students have not yet attained enough English to fully benefit from all English instruction (Orosco, Almanza de Schonewise, Onis, Klingner, & Hoover, 2008). ...
... Yet, with respect to language-minority students, clarifying this question poses some diagnostic challenges to educational practitioners: Since the language of instruction is not the children's native language, poor academic achievement could primarily be caused by second language acquisition rather than by an underlying LD (cf. Orosco, Almanza de Schonewise, de Onis, Klingner, & Hoover, 2008). On the other hand, limited profi ciency in the second language could also mask an LD so that it might be easily overlooked by diagnosticians (cf. ...
English language learners (ELLs) are often misdiagnosed as having a learning disability or speech and language impairment and as a result are placed into special education programs. Response to Intervention (RTI) is a framework that can reduce this misdiagnosis and help these learners achieve more over time. This chapter explains how some of this misdiagnosis occurs and how to use Response to Intervention with the ELL population to overcome this problem. It includes research-based interventions proven to work for this population, suggestions on how to implement an RTI model, and case studies of students who represent situations that often come up in the field. With successful implementation of an RTI program, it is hoped that all students will receive the targeted support that they need and deserve.
The present study was conducted to evaluate the effects of a simple multicomponent motivational intervention on the writing performance of a class of low-achieving fourth graders under everyday conditions in schools. An ABAB design was utilized to establish a functional relationship between the independent variable (a treatment involving explicit timing, immediate feedback through self-scoring, and positive reinforcement through verbal praise and the display of high scores) and the dependent variable (the total number of words written). The students took very well to the intervention and significantly increased their performance whenever it was carried out. Implications for future research and practice are discussed.
A book chapter on culturally and linguistically diverse special education using evidence-based math and reading practices at the elementary level.
Recent political, fiscal, and educational equity challenges require a renewed emphasis in our efforts to advocate for increased culturally and linguistically responsive education, making certain to further advance the accomplishments of the past four decades. The education of diverse exceptional learners is well established within the fields of special education and culturally and linguistically diverse education. However, drawing on several contemporary features that currently shape education in today’s schools, the authors examine the need for continued special education advocacy to ensure appropriate referral, assessment, and instruction of all culturally and linguistically diverse exceptional (CLDE) learners within the changing pre-K-postsecondary teaching and learning environments. Implications and recommendations for educator preparation at the pre and inservice levels are provided to guide the future development of teachers of CLDE learners.
The purpose of this study was to explore the relationship between personality traits profiled
by Personality Test Based on Adjectives(Neuroticism, Conscientiousness, Extraversion,
Agreeableness, Open to experience) and academic procrastination. The research is based on
a convenience sample of 120 undergraduate students (all of the were males) from a variety of
departments at Zagazig Faculty of Education, Egypt. The mean age was 19.1 years (SD=
6.3). Pearson Product Moment Correlation analysis reported that there were no significant
associations between all the personality traits profiled by Personality Test Based on
Adjectives(Neuroticism, Conscientiousness, Extraversion, Agreeableness, Open to
experience) and academic procrastination.
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