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ISSUES

ISSUES. SIOP Presentation March, 2010 Carol Laney. Content Objectives. Explain how linguistic differences in home languages and English can impact English learners’ reading and writing development

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ISSUES

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  1. ISSUES SIOP Presentation March, 2010 Carol Laney

  2. Content Objectives • Explain how linguistic differences in home languages and English can impact English learners’ reading and writing development • Describe in-class interventions that content teachers can provide to struggling readers and learners • Delineate a sequence of steps teachers and other educators can take to assure appropriate placement of English learners in regular and special education classes.

  3. Language Objectives • Discuss with a group how to plan appropriate instruction for English learners who may have reading and learning difficulties • Write a lesson plan that develops vocabulary and reading proficiency for English learners who struggle to read and learn

  4. Issues of Reading Development Linguistic Differences Issues of Assessment Effective Teaching Through SIOP

  5. EC Issues • In the past students with limited English were placed in classes for special education students because there were no programs available. • This laid the foundation for separating EC and specialized instruction for second language learners. • Did it solve the issue? • There is still confusion about the characteristics of second language learners vs. students with learning disabilities.

  6. Why is there confusion? • Most education programs in NC do not include courses on educating LEP students • Many administrators have not had course work in legal mandates related to LEP students.

  7. Characteristics…. Let’s Compare • Students with Limited English Proficiency • Learning Disability

  8. What are the characteristics of students with learning disabilities?Think/Pair/Share • Use your handout and check all that are characteristic of students with limited English proficiency. • Add number checked and total at bottom of each page • Total all • Share

  9. Often what happens:

  10. Then:

  11. Speech • See Handout • Testing may include culturally-biased test items • What may look like articulation problems may be a result of second language characteristics.

  12. So what if it is a real disability?How can we know? • Get background information • Observe student in home environment • Look at progress compared to other ELL’s from similar environments. • Look at ACCESS scores • Get input from ESL professionals

  13. Communication with parents • Many cultures do not have concept of children having learning disabilities • Parents trust school personnel recommendations • Parents often do not have educational vocabulary • Parents often agree to any and all recommendations regarding their children when it is framed as “extra help”

  14. IEPs, Meetings and parents • IEP should include appropriate second language instruction • Meetings should have an interpreter who is familiar with technical language of IEP. • Parents should be fully aware of the implications of having a child in the EC program.

  15. So… What is the answer? • Education of school personnel on characteristics of students learning a second language • Monitoring of testing procedures: Non-verbal IQ tests • Testing in the language of the student when student is literate • Encouraging school personnel to consider more than test results

  16. Homework: Your Choice: Choose one discussion question from pages 200-201 Answer and turn in next SIOP Next and Last SIOP – REVIEW!!!

  17. Resources: • ELLs and EC Issues, Joy McLaughlin, Ed.D., Education Horizons, LLC

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