Special+Education


 * ​INFORMATION AND RESOURCES FOR INDENTIFYING AND SERVICING ENGLISH LANGUAGE LEARNERS WITH LEARNING DISABILITIES**

__ Providing Special Education Documents to Parents Who Do Not Speak English: Required Practices and Culturally Responsive Practice s__ Information provided by the Hamilton County Educational Service Center (Ohio), also contains 3 resources. [|REFERRING AND EVALUATING LIMITED ENGLISH PROFICIENT (LEP) STUDENTS FOR PROGRAMS AND SERVICES FOR CHILDREN WITH SPECIAL NEEDS]  Professional practices paper by the North Carolina School Psychology Association. Contains templates at the end for evaluation of students.
 * http://www.hcesc.org/resources/Culturally%20Responsive%20Practice/CulturallyRespons.pdf**

A parent information packet on Special Education published by the Ohio Department of Education. __[|Whose Idea Is This?]__

This link has the packet in Spanish.- [|DE QUIEN ES ESTA IDEA?] This link has the packet in Somali.-
[|Yaa iska leh Ra'yigan?]

__Information from The National Clearinghouse for Bilingual Education__ http://www.ncela.gwu.edu/pubs/classics/focus/05referral.htm "Preventing Inappropriate Referrals of Language Minority Students to Special Education" This 19 page paper contains an easy to follow chart on the "Prereferral Process."

__Reading Rockets Presents "//English Language Learners with Learning Disabilities//- A webcast featuring Dr. Elsa Cárdenas-Hagan"__ http://www.readingrockets.org/webcasts/ondemand/2007 Webcast description: "Featuring bilingual speech-language pathologist Dr. Elsa Cárdenas-Hagan. This webcast discusses effective assessment and instruction strategies for English language learners with learning disabilities, as well as ways to help encourage the active involvement of parents of ELLs with LD in their children's schools." This link also contains a list of resources from the presenter, LD online, and other sources.

__Minnesota Department of Education, ELL Companion Manual__ http://education.state.mn.us/mde/Learning_Support/Special_Education/Evaluation_Program_Planning_Supports/Cultural_Linguistic_Diversity/ELL_Companion_Manual/index.html This manual is designed to provide assessment and eligibility determination guidelines to special education professionals (2007). Chapter 1- legal provisions. Chapter 5- cultural liasons, translators, and interpreters, has clear guidelines for using an interpreter on page 45.

[|National Symposium on Learning Disabilities in English Language Learners, Washington, D.C., October 14-15, 2003, Workshop Summary]

[|LD Online- Learning Disabilities in English Language Learners] This article gives information on identification and remediation.

[] This is information from the Arizona Department of Education titled "SPED Facts for ELLs." Section 5 gives guidelines as follows: 5. Can a student with a disability be removed from the classification of “English Language Learner” without passing the AZELLA? a. Yes. This is most likely to occur when language development is comparably delayed in both the child’s home language and in English and the severity of the disability is likely to result in insufficient language development to pass the AZELLA regardless of the intensity and duration of English language instruction. Following an IEP team decision, the student may be “Withdrawn due to SPED Criteria.” b. No. When the language development of the child’s home language is markedly better than English language development and when the child is demonstrating the ability to acquire English at a reasonable rate when receiving appropriate instruction, the child should continue to have the intensive support required by Arizona statutes, either through special education, SEI instruction or a combination of both.