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Things a Teacher Should Know About Teaching English Language Learners and IEP Learning
Disabled Students
Mandi Urgo
University of Saint Mary

Things a Teacher Should Know About Teaching English Language Learners and IEP Learning
Disabled Students
Section 1: English Language Learners
English Language Learners (ELL) need to experience instruction through interactive
activities, using graphic organizers, tapping prior knowledge, and encouraged student
participation. Students can paraphrase, summarize, categorize information, and create visual or
graphic representations. Lists, tables, charts, graphs, and mind maps can help students organize
information. (Lombardi 2008)
Despite students proficiency levels, ELL students need instruction that is conveyed in a
manner that ensures they can understand, even if they do not know every word. Some students
might communicate through gestures or pictures, while other students might convey new ideas
with reference to terms already learned. Teachers should scaffold their instruction and
assignments and provide multiple representations of concepts and promote student interaction
that is structured and supported.
Lombardi (2008), states that language skills can be developed through read-alouds,
vocabulary explorations, readers theater, pair-shares, and use of kinesthetic activities and
audiovisuals to stimulate discussion. Practicing the social language used in restaurants, stores,
and other social situations through rhythmic games, songs, use of manipulatives and graphic
organizers, skits and role-playing can help students rehearse and build their social language
skills. These strategies and activities motivate second-language learners for more effective
comprehension and retention.
Section 2: IEP Learning Disabled Students

The first step in the identification process of learning disabled students is referral for
evaluation. The purpose of the evaluation is to categorize the students specific disabilities.
Before any testing or evaluation occurs, written parental consent must be obtained. Parents have
to be informed concerning the reason for the referral and of the types of tests that will be
administered. After identification, an Individual Education Plan (IEP) must be developed within
30 days of the initial analysis.
Turnbull, Strickland, and Hammer (1978), states that the tests used during the
identification process may or may not be the same ones used to document level of performance
and to serve as a basis for specifying goals and objectives for the IEP. It is required that a team
of professionals, consisting a classroom teacher, a teacher trained in the area of learning
disabilities, and an individual licensed to administer individual diagnostic examination, evaluate
the student during the identification process. After the evaluation is complete and the student is
formally identified as handicapped, an IEP is developed. The purpose of the IEP is to identify
the goals and objectives which will provide for more effective instruction for the student.
Kurtzig (1986) argues that IEPs are developed to identify the students deficits, therefore
making the student feel that they are defective, or not good enough. She suggests that the IEPs
focus on the students strengths as well as their weaknesses. This will promote self-confidence
and feelings of self-worth. If developed and followed appropriately, and IEP can improve the
quality of education for handicapped students.

References

Kurtzig, Julie (1986). IEPs: only half the picture. Journal of Learning Disabilities, 19(7), 447
Lombardi, Judy (2008). Beyond learning styles: brain-based research and English Language
Learners. The Clearing House, 81(5), 219-222.
Turnbull, Ann P., Strickland, Bonnie, & Hammer, Susan E. (1978). The individualized
education program part 1: procedural guidelines. Journal of Learning Disabilities,
11(1), 52-58