Bilingual Special Education Interface

1. Bilingual Special Education Interface Developing IEPs for Exceptional Language Minority Students

2. IDEA 2004:What’s in an IEP? • Definition: IEP means a written statement for each child with a disability that is developed, reviewed, and revised in accordance with IDEA • Includes: • 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. • If not, alternate benchmarks must be provided

3. IDEA 2004:What’s in an IEP? • Includes: • 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. • Statement of special education, related services, supplementary aids, and services • Statement of program modifications provided

4. IDEA 2004:What’s in an IEP? • 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

5. 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 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 IDEA 2004:IEP Special Considerations

6. Specific Needs of ELL with Disabilities • 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.

7. Types of Language Interventions • 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.

8. Language of Instruction • 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.

9. Information Needed by all Service Providers • Service Providers: • ESL or Bilingual Teacher • General Education Teacher • Special Education Teacher • What they need to know: • How 2nd languages are acquired • How culture impacts learning • How SES impacts learning • Cultural and linguistic learning styles

10. 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.

11. Least Restrictive Environment • Typical Environment ELL • Only SPED (many times this is all day) • Only Bilingual Ed/ ESOL (many times this is all day) • 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

12. Specific Possible Placements • 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.

13. IDEA 2004:Who makes up the IEP team? • 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

14. 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)

15. Barriers to Bilingual Parental Participation in IEP Meeting • 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).

16. What Bilingual Parents Know About the IEP • 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.

17. Information for all Multidisciplinary Teams • 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 • 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

18. IDEA 2004: Deviation from the Book: • 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)

19. Hudson v. Rowley (1982) • 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

20. Group Discussion • 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. 195-197 in text may help). • Consider all of the issues we have already discussed today and prior to today.