uD aay Ne ewe Pres Pe Seer Bice ecanercettco ee A De) TEAMWORK Trae een Caer nrem nator) iorsoe ee eens So TU UY 1 w A RESOURCE rte) 3 COA)TABLE OF CONTENTS o1 INTRODUCTION 08 Who are FLL learners with complex needs? Over identification vs, Under identification os INFORMATION:WHAT TO LOOK FOR Backgrounds, Assessments, Student work and behaviour ete. THE IMPORTANCE OF TEAMWORK Collaboration The importance of education of methods in lan, tion,ELL learners learning English are an increasing part of the mainstream classroom. However, picking up English is not an easy thing to do for those with limited exposure to schooling, It may seem that learners are confused and not making progress. EL going to go through a pe adjustment and acculturation. ELLs could have challenges with literacy skills like reading, writing, speaking and listening when coming into the classroom. There are other considerations about the experiences of an ELL learner when nol progressing al the same pace as the others: Does this student have a learning disability or does the interventions provided need to be adjusted for proper language development? Appropriate supports for learners should be provided early enough to ensure academic and sot success in later y ars. ‘This resource guide will help teachers determine if an ELL learner has a learning disability and to list possible interventions/accommodations for Happy reading!! sh * * INTRODUCTION ¥ as PAGE 1 29Issues with Over-Identification + Students who may not need a label. Interventions may not be appropriate. Labelling a student could subject them to stigma, Backsliding in achievement + Lower expectations. Diminished access to receive language services. Issues with Under-Identification + Missing students who actually have a learning disability g services from inclusive education teachers. + The inability to gather necessary information about student and family background, * Receiving language support from trained teachers, (Robertson & Lafond, 2020) ISITA LEARNING DISABILITY? When an ELL student has a troubles learning in a classroom, they are not making progress like their peers. It maybe is easy to slap a label on a student saying that they have learning disabilities. However, educators should and must take the steps to determine if a student has a barrier to language or a learning disability. This must be done early enough to avoid missing students, Accommodations and interventions must be tried hefore referring the student to a psycoeducational a ment.PAGE 5 Information: When working with an ELL student who isn't making any progress, it is up to the teacher and school team to gather information about the student before making a decision about the psych-educational assessment. Here are some questions: * What is the educational background of the student? Have they switched schools or programs? * Traumas or family situations? * Access to student records about previous educational experiences. Families can be a good resources. Including the family in the educational experiences like meetings and IEP notifications will keep the families in the know. Including an interpreter in on the process will prevent mis-information. Ask questions about physical and environmental factors that may impede learning, These can include: * Health problems * Educational levels of the parents and child. * Prior educational experiences * Trauma? Violent situations? * Psychological issues * Identifiable behaviours in the family including stuttering and dyslexia? (Robertson & Lafond, 2020)PAGE 6 STUDENT WORK AND BEHAVIOUR Behaviour is communication ELL students are adjusting to being in a regular mainstream classroom. Take into account the silent period and the time needed to acquire a second language. Being familiar with the language acquisition process can help teachers determine the language development in a child. Tracking behaviour and work gives evidence to the teacher to work with. It can be tricky to determine if there is a learning disability but evidence can help determine this. This also helps determine learning disabilities. Questions to ask: * Is there is a disability in both languages? * How does the student compare to his or her peers? (Robertson & Lafond, 2020)SUPPORTING LEARNERS Research Based Methods... Proven Teachers and the school based team are there to support the student. Considering when an ELL student has a_ learning disability, the programming and the strategies used need to be well thought out to support the learner. Some components used are: * Culturally and linguistically responsive teachers * Culturally and linguistically responsive and relevant instruction * Supportive learning environment. a * Assistance with English Language instruction * Support in general education classrooms * Intensive research based interventions. Interventions are something that teachers can use to support ELL learners. This helps level the playing field for learners when in a class of peers. Itis alll about equity. Interventions can include: * Visuals to reinforce concepts and vocabulary + Cooperative learning and peer tutoring * Use of native language strategically * Multiple opportunities to practice speaking English, both formally and informally. * Creating a language rich environment to keep students engaged. (Perras, 2017)ae ae el ol TEAMWORK PAGE 8 Supporting ELL leamers requires collaboration with educational professionals and the family. Coming into a new country can be a scary place for the student and for the family. Having a team of caring, committed professionals will help with the adjustment period and with language development of the student. Teachers are not alone when they have to work with an ELL student. When working together, success will happen. If there is a need to move further to address learning disabilities, the teacher will have to identify the needs that the student has and to figure out an instructional plan to address the struggles. This is where the team comes in to address the needs of the student in an efficient way that makes sense. (Adelson et al., 2014)REFERENCES Adelson, V., Geva, E., & Fraser, C. (2014). Identification, assessment, and instruction of Ce San Us te eee Lae 0 laa Dressers eRe olor a gel tee co oe ae CTE Med OLA cna Ree eM ae Re Le Re ic ee eT onsale Ree oe Teele nM BEN oe Re Mes eae Scere Ea soo Peete iter a cuneR I Sy EY eta RMON SC eM ety teen aa Pt co Rota re ea CO Ree adae IME OrPa orn Det OMe RS eae aang eee ea asa ear eta ee Merson ard