Spotlight on Practice: The English Language Learner. SES Spring 2010. And Special Education. Overview. Referral and Identification Assessment Plans and Procedures Eligibility Considerations IEP Team Meetings Current Issues. ELL in California.
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SES Spring 2010
Staff members may want to consult with an ELL teacher prior to referring an ELL student for special education
As with all students with disabilities, make sure that the ELL student’s general education teacher has implemented effective instructional strategies, such as using repetition, paraphrasing, etc., prior to referral
Districts must provide a proposed assessment plan in the native language of the parent/guardian --
“unless to do so is clearly not feasible”
“Clearly not feasible” is not defined
Make sure parents of ELL student understand the purpose of special education in the U.S.; this may dispel misconceptions.
“unless it is clearly not feasible to so provide or administer”
Review a student’s CELDT and other assessments in listening, speaking, reading, and writing to decide whether English or another language is appropriate
Use non-traditional methods to gather assessment information if necessary, such as reviewing student work samples and seeking parental feedback about the student
Insure that interpreters have sufficient training to help parents participate in an IEP team meeting, including the ability to translate special education terminology
IEP team may consider requesting a parental waiver from an ELD program
Add the requirement to include linguistically appropriate goals, objectives, programs, and services as a separate agenda item to ensure that the language development needs of the ELL student are discussed
At the IEP team meeting, directly address the need for ELD or bilingual services. Include such issues as:
IEP teams should ask whether a student has a unique educational need to have his special education program delivered in English only, or in another language
(Student v. Rialto USD (SEHO 2002).)
Just because a student is identified as an ELL student and participates in an ELD program does not mean that she must have IEP goals related to her participation in the ELD program. This is an IEP team decision.