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Parents of English Language Learners with Disabilities Speak Out About Instructional Strategies. Manuel T. Barrera, Ph. D. [email protected] April 17, 2004 Council for Exceptional Children New Orleans, Louisiana. N C E O. National Center on Educational Outcomes 6/6/2014.

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Parents of english language learners with disabilities speak out about instructional strategies

Parents of English Language Learners with Disabilities Speak Out About Instructional Strategies

Manuel T. Barrera, Ph. D.

[email protected]

April 17, 2004

Council for Exceptional Children

New Orleans, Louisiana

N C E O

National Center on Educational Outcomes6/6/2014


What is the national center on educational outcomes nceo
What is the National Center on Educational Outcomes (NCEO)? Out About Instructional Strategies

Manuel T. Barrera, Ph. D.


Http education umn edu nceo

A research center at the University of Minnesota Out About Instructional Strategies

Established in 1990

Focuses on designing and building educational assessments and accountability systems, to monitor educational results for all students, including students with disabilities and English Language Learners

http://education.umn.edu/NCEO/

Manuel T. Barrera, Ph. D.


Nceo goals
NCEO Goals Out About Instructional Strategies

  • Research

  • Technical Assistance and Dissemination

  • Collaboration and Other Leadership Activities

Manuel T. Barrera, Ph. D.


Target audiences
Target Audiences Out About Instructional Strategies

  • Students, Families, Educators

  • Local Administrators, Policymakers, Urban Schools

  • National Staff/Policymakers

  • Researchers

Manuel T. Barrera, Ph. D.


Current initiatives
Current Initiatives Out About Instructional Strategies

  • Universally-Designed Assessments

  • Accommodations

  • Large-scale Assessments

  • Instructional Strategies for new learners of English with disabilities

  • This presentation focuses Instructional strategies for new learners of English with disabilities (AKA: LEP/IEP Instructional Project)

  • Manuel T. Barrera, Ph. D.


    Overview
    Overview Out About Instructional Strategies

    • Introduce the instructional project

    • Describe the parent involvement phase of the study.

    • Describe results of qualitative data from parent interviews.

    Manuel T. Barrera, Ph. D.


    Lep iep instructional project
    LEP/IEP Instructional Project Out About Instructional Strategies

    Pathways for Promoting the Success of English Language Learners with Disabilities in Standards-Based Education

    Manuel T. Barrera, Ph. D.


    A team of researchers working together
    A team of researchers working together Out About Instructional Strategies

    • Martha Thurlow, Ph.D. –Director of NCEO

    • Manuel Barrera, Ph.D.—Lead Researcher

    • Ann Clapper, Ed. D.--Researcher

    • Kristi Liu—Project Coordinator

    • Deb Albus—Researcher

    • Vitaliy Shyyan—Research Assistant

    • Halee Vang—Research Assistant

    • Plus other additional researchers as necessary

    Manuel T. Barrera, Ph. D.


    Project purpose
    Project Purpose Out About Instructional Strategies

    • To investigate ways that English Language Learners with disabilities can participate meaningfully in, and benefit from, standards based instruction.

    • To promote effective practice for successful participation of ELL students with disabilities by improving the alignment of instructional interventions for these students.

    Manuel T. Barrera, Ph. D.


    Main project research questions
    Main Project Research Questions Out About Instructional Strategies

    • What instructional practices do educators(ESL/Bilingual education teachers, special education teachers and general teachers), new learners of English with disabilities and their parents, recommend for delivering grade-level, standards-based instruction to ELLs with disabilities in general settings?

    • What are the effects of recommended instructional practices on the performance of ELLs with disabilities in general education settings?

    Manuel T. Barrera, Ph. D.


    Lep iep instructional project study components
    LEP/IEP Instructional Project Out About Instructional StrategiesStudy Components

     Phase 1: Analyze statewide assessment data for ELLs with disabilities

     Phase 2: Conduct focus brainstorming sessions with groups of teachers to determine recommended teaching strategies in reading, mathematics, and science

     Phase 3: Conduct parent group interviews to gain their perceptions on recommended strategies in reading

     Phase 4: Conduct focus groups with ELLs with disabilities to learn their perceptions

     Phase 5: Implement single-case studies of recommended strategies in classrooms

    Manuel T. Barrera, Ph. D.


    Previous studies leading to phase 3
    Previous Studies Leading to Phase 3 Out About Instructional Strategies

    • Research papers on assessment data for new learners of English with disabilities can be accessed at the NCEO Website: http://education.umn.edu/NCEO/Presentations/presentations.htm#powerpt

    • Multi-Attribute Consensus data from teachers of new English learners is in preparation.

    Manuel T. Barrera, Ph. D.


    Phase 3
    Phase 3 Out About Instructional Strategies

    Conduct parent group interviews to gain their perceptions on recommended strategies

    Manuel T. Barrera, Ph. D.


    Language groups represented in the parent study
    Language Groups Represented in the Parent Study Out About Instructional Strategies

    • Hmong,

    • Spanish-Speaking Latinos, &

    • Somali

    Manuel T. Barrera, Ph. D.


    Participants
    Participants Out About Instructional Strategies

    • 14 parents were interviewed

      • 4 Somali

      • 4 Latino

      • 6 Hmong

    • Interviews lasted 40-60 minutes

    • Interviews took place in the parents’ homes or at parent-chosen community centers

    • Parents had children with various physical and learning disabilities including E/BD, ADD/ADHD and autism

    Manuel T. Barrera, Ph. D.


    Research questions
    Research questions Out About Instructional Strategies

    • Do parents of students with disabilities have information to provide about the instructional process?

    • What is the level of information that parents of students with disabilities can provide?

    Manuel T. Barrera, Ph. D.


    Pathways parent involvement model
    Pathways Parent Involvement Model Out About Instructional Strategies

    • Develop culturally and linguistically appropriate interview format

      • Initial participation

      • Instrument

      • Interview process

    • Review and development of instrument and procedures by cultural advisory panel

    • Collaborate with parent advocacy organizations (e.g. PACER) for recruitment of parent participants

    • Employ bilingual/bicultural research associates from language community to refine procedures and conduct interviews

    Manuel T. Barrera, Ph. D.


    Initial participation
    Initial Participation Out About Instructional Strategies

    • Held informal dinner meetings with advocacy organization prior to the interviews to inform and meet parents.

    • Interviewed parents in the place of their own choosing—provided transportation and childcare when needed.

    • Allowed parents to choose language of interview

    • Emphasized parents were experts on their children and are partners in helping us.

    Manuel T. Barrera, Ph. D.


    Instrument development and interview process
    Instrument Development and Interview Process Out About Instructional Strategies

    • Prepared teacher/student classroom scenarios based on identified reading strategies from previous research with classroom teachers

    • Adapted the scenarios using culturally/linguistically appropriate stories to frame the use of reading strategies

    • Used parent interview research literature to develop a parent interview format

    Manuel T. Barrera, Ph. D.


    Interview data
    Interview Data Out About Instructional Strategies

    Parents were asked to describe:

    • Their family and home life

    • Their child’s school life

    • Their own perceptions about the schools where the children attend

    • Their own perceptions about the child and the community environment

    Manuel T. Barrera, Ph. D.


    Scenario process
    Scenario Process Out About Instructional Strategies

    • Had parents listen to the sample reading and descriptions of activities the teacher will use to teach the hypothetical child.

    • Asked questions using the hypothetical child what they thought if the child was taught in English and then in native language.

    • Then parents were asked to comment on their own children if their child was taught in English and then the native language.

    Manuel T. Barrera, Ph. D.


    Sample reading strategies described
    Sample Reading Strategies Described Out About Instructional Strategies

    Teacher activities to improve reading in English:

    Before reading

    • Read from a book other students are reading to see what words she can read and what words she needs to learn.

    • Use a story outline and review the story.

      During reading

    • Explain the kind of story it is and show how the story looks.

    • Show student how to read the words.

      After reading

    • The teacherhelps students make a story map including key ideas in the story.

    • Teaches students how to study key words and ideas about the story.

    Manuel T. Barrera, Ph. D.


    Sample questions
    Sample Questions Out About Instructional Strategies

    Questions about hypothetical child

    • What do you think about the teacher using English to teach the child how to read?

    • How well do you think the before learning activities will work for Mai [Hmong student]? Really great, okay, not so well? What else should the teacher do? (Repeat same questions for the during and after learning activities.)

    Manuel T. Barrera, Ph. D.


    Sample questions cont
    Sample Questions Cont. Out About Instructional Strategies

    Questions about the parent’s child

    • What do you think about the teacher using English to teach your child how to read?

    • What do you think about the teacher using Hmong to teach your child?

    • How well do you think the during learning activities will work for your child? (Repeat same questions for the before and after activities.)

    Manuel T. Barrera, Ph. D.


    Responses by parents
    Responses by Parents Out About Instructional Strategies

    Manuel T. Barrera, Ph. D.


    What do you think about the teacher using english to teach the child how to read
    What do you think about the teacher using English to teach the child how to read?

    • That is good for children, also use other strategies including student’s native language (Somali)

    • I think it is good because the child knows English more or does better in English then it is okay to use English, unless she can be tested and knows the results and her scores are better then should use Hmong. (Hmong)

    • Because in this way, well, she can learn more from her classmates (Latino)

    Manuel T. Barrera, Ph. D.


    How well do you think the activities the teacher used before reading will work
    How well do you think the activities the teacher used before reading will work?

    • Well, I think so, she should know what she is going to learn about (Latino)

    • If that is true then I think it is fine; well that is good and would support it because it is the language (English) that the education in the United States is taught. In addition to that, I wish would see my kids get Somali interpretation/translation in their classes and take Somali language as one of their courses in the public school. (Somali)

    • I think that in the activities, if there are pictures, teach the pictures and teach those and then teach that the result is I would like you to do this and this way, I know what you are look for from me. But if I just say and say but you don’t understand then you can’t do for me. (Hmong)

    Manuel T. Barrera, Ph. D.


    What do you think about the teacher using hmong to teach the child how to read
    What do you think about the teacher using Hmong to teach the child how to read?

    • It is an excellent idea that the teacher uses or gets someone who can use the Somali language when he or she teaching children like my daughter (Somali)

    • Yes, it has to be both English and Hmong because this is America. Then we have to learn how to speak English. Speaking in Hmong is good too, but to find a medium between the two culture is to learn both and it would be good. Because the Hmong are smart enough to do it. For example, like my daughter, she can speak Hmong really good but some Americans think that she doesn’t know how to read, but she is smart. Just learning Hmong is good, but you also want her to learn English too. (Hmong)

    • I think that it is good that the teacher can do it because well that will benefit her a lot. You see that learning is good (Latino)

    Manuel T. Barrera, Ph. D.


    Implications of phase 3 results
    Implications of Phase 3 Results child how to read?

    • Question 1:

      • Do parents of students with disabilities have information to provide about the instructional process?

      • Yes, parents of students with disabilities responded with instructionally relevant information.

    • Question 2:

      • What is the level of information that parents of students with disabilities can provide?

        • Parents demonstrated a significant interest in examining the relationship of English and native language instruction. These issues permeated their general and specific responses.

    Manuel T. Barrera, Ph. D.


    Implications
    Implications child how to read?

    • The voices of parents have often been ignored regarding their views of the instructional process. These results indicate parents can and do have relevant insights on the instructional process

    • Results indicate that parents share the same concerns across cultural and linguistic populations.

    • Parents are aware of the need for an equitable education for their children with disabilities.

    • Most importantly, they care deeply for their children’s education despite their children’s disabilities and desire to work with educators to improve their children’s life chances.

    Manuel T. Barrera, Ph. D.


    Potential outcomes of the pathways project
    Potential Outcomes of the Pathways Project child how to read?

    • Identify effective instructional strategies to improve outcomes for new learners of English with disabilities.

    • Close the disconnect between parents and teachers on the instruction of learners with disabilities

    • Encourage educators to re-examine how parents can be directly involved in the education of new learners of English with disabilities.

    Manuel T. Barrera, Ph. D.


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