SCHOOL OF EDUCATION

STUDENT NAME : MUNGALA MARY

STUDENT NUMBER : 2104133023

INTAKE : DECEMBER, 2021.

COURSE : SPECIAL EDUCATION

COURSE CODE : 4201

LECTURER : MR. MAAMBO

YEAR OF STUDY : 4TH YEAR

DUE TATE : 16th AUGUST, 2023.

QUESTION:

Explain how you will utilize this course education 4201 special education at your school you teach

your major and minor to your learners

Many students and families face challenges throughout the special education process. But English

language learners (ELLs) and their families face specific barriers. And these barriers dramatically

impact their education journeys and their access to services that support learning and thinking. As

families and children settle back into school routines, all students are dealing with changes in

pandemic protocols, pressures of “catching up” academically, and the stress of global conflict. But

ELLs also face day-to-day challenges related to cultural and language differences at school.

Therefore, in this theoretical context the writer shall explain how you will utilize this course

education 4201 special education at your school you teach your major and minor to your learners.

To begin with, it is imperative to define key words in this theoretical context which is special
education which has been defined by many schools of thoughts. However, Powell, (2019) states
that, special education, also called special needs education, the education of children who differ
socially, mentally, or physically from the average. For decades, public schools have been required
by law to provide a “free and appropriate education” to children with disabilities. The system for
making that happen is a complicated web of acronyms and regulations that govern services and
support. We call it special education. Special education refers to a set of federal and state laws and
regulations designed to educate millions of children with disabilities and serve as a safety net for
those unable to take advantage of the mainstream school curriculum without help.

In pursuant, just as with any new information, chunking is a good method for introducing English
concepts. While learning a new language may not seem conducive to chunking, it is very possible
to teach using this method. Break down the information by what the students already know through
scaffolding, but make these extensions small amounts of information that may be absorbed more
readily. For instance, English shares many words and roots with other languages. Teaching
children the English words for things that sound similar in their native tongue can help them learn
more thoroughly. They can learn the roots and how the words are connected before expanding into
more words and phrases. Learning a word that expands into a short phrase and then a longer phrase
serves to both chunk and scaffold the information. This process can be done by any of the learning
styles mentioned above as well.
Subsequently, Parrish, (1996) pointed out that, often if students are learning English as a Second
Language, they are doing so in a fully immersed environment. Even with learning differences,
children learn best from their peers in many cases. Working with their peers can help students
learn the language much more naturally. When speaking with other students, children will learn
inflection, tone, and vocabulary simultaneously. Even children with learning differences can begin
to learn these cues. Unless the child is nonverbal, you will notice the benefits of working with
peers. Even non-verbal students can benefit from some of these interventions, but their expressive
language may hinder your knowledge of their language growth. Make sure the classroom
environment is non-judgmental and inclusive and don’t be afraid to answer questions from other
students.

However, Elam and Rose (1995) contributed the key aspects of adapting English to students with
special educational needs can include early interventions and adaptations of teaching methods,
scaffolding of both instructions and tasks, quality communication between stakeholders, and
recognition and prevention of barriers to participation. Strategies such as grouping, learning
centers, rotating lessons, choosing class themes, and having a flexible array of texts and materials
can help teachers to provide ideal instruction and support within their special education classes.
Perhaps, what are the reasons that English language learners often tend to be under- or over-
identified for special education services? Why do the numbers of ELLs receiving special
education services vary greatly by state? And what are the myths and misconceptions that result
in these trends? For an in-depth look at students who are dually-identified as ELLs and students
with disabilities.

Parent-teacher collaboration is a powerful tool in helping these children thrive but according to
the Understood (2021) Back to School Study, nearly 50 percent of Hispanic or Latino parents don’t
know how to start conversations with educators about learning challenges they see in their
children. According to Urtubey, it’s crucial for educators to understand that there are many cultural
understandings around disabilities. This can be a barrier that impacts educational experiences for
ELLs and their families.

Different cultures may have different perceptions, definitions, and expectations about disabilities.
For example, people in many Latin American countries use the term disabilities to mean a visible
disability. So when a parent hears their child is struggling with reading, a learning difference like
dyslexia may not seem like an obvious disability,” Urtubey said. “It’s critical for educators to talk
with English as a second language teachers, family liaisons, or interpreters to understand different
families’ perspectives of disabilities. This will help them build trusting and close relationships
with the student’s family and co-construct meaning around the child’s strengths and needs.”

In pursuant, Darling-Hammond (1990) also shared that cultural differences often lead to
misalignment in parents’ and the school’s expectations of one another. Many Latino parents feel
their primary responsibility is ensuring their children attend school, and that teachers’
responsibility is ensuring their child succeeds academically,” Rodriguez said. “In reality, teachers
need support from families to build on classroom learning at home, especially with students who
learn and think differently. Aligning on family and school expectations early in the IEP
process will create more understanding, consistency, and support for the child and all of their
caregivers.”

Subsequently, other barriers, like mutual language gaps and immigration considerations, are also
prevalent for ELLs and their families during the IEP process. This is especially true for recent
immigrants. Emphasized that families learning about special education services need access to
jargon-free documents in their home language. According to the Back to School Study, nearly half
(44 percent) of Hispanic or Latino parents struggle to find Spanish-language resources on learning
and thinking differences. Creating opportunities for Latino families to participate in the school
community regardless of language. Making sure that families feel comfortable, heard, and valued
during the IEP process so that they’re truly granting the school consent.

On the other hand, as a teacher of English you may hold the children to the same standards as
typically developing students, this does not mean that the same methods should be deployed. You
must consider how the student learns as much as what you are teaching them. The learning
styles you may see in any student are auditory, visual, kinesthetic, and verbal. Learning languages
often center on auditory or verbal learning, but visual and kinesthetic learners can certainly benefit
from additional languages.

❖ Diversify your materials, there is more than one way to skin cat (no idea where that came
from!) and there is more than one way to teach grammar, phonics, vocabulary etc.
 ❖ Make your lessons predictable, at least with structure if not activities. So that SEN students
are aware of what sections are coming each lesson and can prepare for them.
❖ Make sure that tasks as well as instructions are scaffolder appropriately.
❖ Allow access to your materials to students outside of classrooms.
❖ As mentioned above try to make lessons incorporate multi-intelligence aspects, visual,
aural, verbal and kinesthetic.
❖ Consider how you will run assessments, can there be extended deadlines, open questions
and open text sections?

Empathy begins with all of us learning more about each other’s lives and experiences. Start by
listening to real perspectives and stories of immigrant families on this episode of The Opportunity
Gap, an Understood.org podcast. And check out the resources below for more insight on the
nuanced approaches that schools and educators must take to effectively support ELLs and Latino
families.

In conclusion, recognizing challenges early on can help you as a teacher of English to meet the
needs of your students more fully. You can often recognize early challenges in English language
learners just as you would in any other class. English language learners are sometimes more
challenging to note these issues, though, since they do not speak the other students’ language.
However, teachers of English as a Second Language are trained to recognize challenges. Early
interventions will keep students from falling further behind. If your child is exhibiting troubles
with English language learning, do not be afraid to begin intervention services to prevent further
challenges.
REFERENCES

Darling-Hammond, L. (1990). Instructional policy into practice: The power of the bottom over the
top. Education Evaluation and Policy Analysis.

Elam, S.M., and L.C. Rose (1995). The 27th Phi Delta Kappa/Gallup Poll of the public's attitudes
toward the public schools. New York: Basic Books Publishers.

Fulcher, G. (1989). A Comparative Approach to Education Policy and Disability. Philadelphia,

PA: Falmer Press.

Parrish, T.B. (1996). Special Education Finance: Past, Present and Future. Journal of Education
Finance 21(4):451–476.

Powell, A.G. (2019). Educating One and All: Students with Disabilities and Standards-Based
Reform. New York: Public Agenda Foundation.