Advocacy

Plan
Module 9 Milestone 2: Advocacy in Action
Ariday Conejo
National Louis University
EAL 306
Tabitha Hornby
June 08,2021
  The purpose of the advocacy plan is to integrate the Dual
Language Co-Teaching Program into special education in U-46
schools where there are students whose first language is other
than English.
 Who are bilingual learners with disabilities?
What is the  Bilingual learners with disabilities are children and youth with
purpose of the special needs whose primary language is not English

advocacy (Rodriguez, Carrasquillo, Lee, 2014). They attend a school

where the material is only taught in English. "Some of these
plan? students are immigrants. Others were born in the United States,
but are raised in an environment in which their parents,
guardians, or caretakers speak their native language and may or
may not have an understanding of English" (Rodriguez, 2016).
 Reasons to incorporate Dual Language Co-Teaching Program in special education

 Many bilingual students with disabilities forgot their native

language because they only use English in the school. When
Reason to incorporate they come back home the watch tv and play games on the tablet
Dual Language Co- in English. As these students grow up, they forget how to speak
Teaching Program their native language, and it could be hard to communicate with
their parents because they parent don’t know English.
into special education
 Immigrant students with disabilities might need help learning
English. A dual program can facilitate understanding
instruction in English.
  I recently interviewed a parent who have her son in special
education, and she explain that it has been difficult to communicate
with the teachers because they only speaks English. She does not
speak a lot of English.

The mother shared her positive and negative experiences, but she said that
for the most part she has have had positive experiences. “The speech and
occupational therapy that the school has provided to my son have been

An interview very helpful. My son didn’t say a lot of words. Now, he speaks more words
in English . The only problem is that sometimes I have a hard time

with a parent communicating with my son. I also have hard time communicating with
my kid’s teachers”.
“ Last year, the school change my child’s teacher, and the school didn’t
inform me of this change. I like this teacher, but the only problem is that
the teacher does not speak Spanish, and sometimes it is difficult for me to
communicate with her in person. However, the teacher uses Google
Translate to communicate with me via email or the application, but we
can’t communicate effectively in person .”
  I think the interview with this mother is a good example of the
need for a dual program in special education programs. This
will make it easier for parents to communicate with their
children's teachers in their native language.
 The integration of dual programs will be allowed to bring in
Why Dual educators who understand the backgrounds of the students and
know how to support these parents with students with
Program should be disabilities.
integrated in the  Students of immigrant parents will learn to be fluet in both
Special Education languages, the native language and English.
 Immigrant parents with children with disabilities already go
through a lot. They also need a teacher who speaks their native
language so that parents can communicate to teachers about
their children's needs.
  Many children grow up in families and communities where
communication in more than one language is part of everyday
life, such as Spanish-speaking children in the U.S. The ability
to communicate in Spanish and English allows children
Search about interact with all members of their immediate family and the

the benefits of community in which they live (Genesee, 2016).

 Children who do not develop and maintain proficiency in their
bilingual and native language may lose the ability to communicate with
dual programs parents and family members
 Children also run the risk of distancing themselves from their
cultural and linguistic heritage (Wong-Fillmore, 1991)
(Genesee, 2016).
 Dear district u-46,

The reason for the letter is to consider the integration of the dual
program in special education. Students and parents will benefit
from this program. It will be easier for immigrant parents to
Letter to U-46 communicate with teachers. Bilingual and immigrant students
would learn to be proficient two languages, the native language
District and English.
Teachers are also more aware of the needs of these students
because they can communicate with parents in their native
language
  Rodriguez, D. (2016). Teaching Bilingual Learners with
Disabilities in an integrated Co-teaching Dual Language Program.
Retrieved from 
http://www.colorincolorado.org/article/teaching-bilingual-learners
-disabilities-integrated-co-teaching-dual-language-program
.
Genesee, F. (2016). At-risk learners and Bilingualism: Is it a good

References idea? Retrieved from 

http://www.colorincolorado.org/article/risk-learners-and-bilingual
ism-it-good-idea
.
Lbreiseth. (2019, December 12). Special Education and Bilingual
Education. Colorín Colorado.
https://www.colorincolorado.org/special-education-ell/bilingual.