Supporting Bilingual Children With Special Education Needs



Great summary of research findings!



Check the tools aligned with their purpose here

ESL Learners with Learning Disabilities


The Language Tree

Featuring Dr. Elsa Cárdenas-Hagan discussing effective assessment and instruction strategies for English language learners with learning disabilities.

View original post

YouTube Resources for Teaching Dyslexic English Learners


OELA Presents: PowerPoint Now Available from March 2015 Panel Discussions on English Learners (ELs) with Disabilities


click here to access the power point :



ELLs and Special Education


ESL For Teachers by Mr. Tenerowicz

Here’s a presentation/powerpoint (in .pdf format) from the WIDA consortium about English language learners and special education.  Among other great points raised in the presentation; Speaking a language other than English is not a disability!

View original post

Recommendations for Identifying Gifted and Talented ELLs


Teresa Moore – P. 237 (Sousa)

* Classroom Observations
* Checklists and rating scales
* Portfolio evaluations
* Teacher nominations
* Problem-solving-based assessments
* Teaching within the testing situation
* Interviews with parents and communities
* Self-identification
* Alternative testing

Harris et al.(2007) has adapted a three-tiered procedure developed by Coleman(2003) for identifying gifted and talented students.

Here is an overview:

Tier I: Conduct a general screening or student search.
1) Implement a school wide screening system.
2) Use multiple criteria to obtain a complete picture of students’talent and potential.
3) Give multiple screening procedures.
4) Implement multifaceted assessment procedures.
5) ALL ASSESSMENTS must be administered in the ELL’s native language as well as in English.
6) Provide information to parents.

TIER II: Review students for eligibility:
1) Consider for the second tier those ELLs with potential from the first tier.
2) Carry out professional development of regular classroom teachers and ESPECIALLY ESL teachers.
3) Review data by a TEAM of school personnel
4) After reviewing the data decide: A) to collection more data or; B) Place the student.

TIER III: Match students to services:
1) Offer appropriate educational services.
2) Individualize specific curricular programming for the ELL’s unique strengths.
3) Consider setting aside a certain number of slots for ELL students to increase their representation in gifted and talented programs.

%d bloggers like this: