Ann Wilson

JOURNAL REVIEW

A child with a learning disability has a neurological disorder that makes

processing and recalling information and performing school tasks difficult.

English Language Learners with a learning disability experience an even

greater challenge in the classroom.

ENGLISH LANGUAGE LEARNERS WITH SPECIAL

NEEDS

It is important to determine if a student with limited English proficiency is struggling due to second language

acquisition or a learning disability.

Too often students with limited English proficiency are placed in special education programs because their

language skills are not accurately assessed.

Assessment should be conducted in the student’s strongest language and evaluators must understand the language

acquisition process.

ENGLISH LANGUAGE LEARNERS WITH SPECIAL

NEEDS

“collaboration between GE and special education (SE) teachers,

other specialist (ESL/ELD, speech, reading), and/or staff to

work together to design appropriate learning experiences for ELLs and ELLs with LD. The author also suggests research-based methods and strategies that all teachers can use in the least restrictive environment (LRE) to provide sheltered

instruction within the context of culturally responsive pedagogy.”

(Nguyen, 2012)

THE TEAM

Effective Assessment

Collaboration

Motivation

Research Based Teaching Practices

Parental Involvement

KEYS TO SUCCESS FOR THE ELL-ESE STUDENT

Establish fundamental conditions for the classroom.

Elicit positive attitudes about the content being taught.

Present information is varying ways.

Have assessment focus on the student’s success as well as what needs improvement.

MOTIVATION

“follow the same routines, use familiar procedures, and list the agenda for the day on the board to provide ELLs with

LD with external predictability ad reduce the anxiety factor because these students are “environmentally dependent”

and possess little internal structure.” (Nguyen, 2012)

Vocabulary skills in the student’s first language may facilitate the learning in the second language.

KEYS TO SUCCESS FOR THE ELL-ESE STUDENT

Teachers need to address four dimensions of the student’s life:

Sociocultural

Linguistic

Academic

Cognitive

KEYS TO SUCCESS FOR THE ELL-ESE STUDENT

Professional Development is critical for a teacher. He or she must continue to grow in their knowledge of the teaching profession in order to meet the needs of the

student. Also, as a teacher we are to set the example for continuing education.

FOR THE TEACHER

More research is needed to improve the assessment of ELL

students to ensure accurate placement in ESE classes.

Continue to support the professional development of

teachers.

Education leaders are needed to encourage and support the

teachers in their daily educational journey.

THE NEXT STEPS

Nguyen, H. (2012). General education and special education teachers collaborate to support english language learners with

learning disabilities. Issues in Teacher Education, 21(1), 127-152.

Barker, H. B., & Grassi, E. (2011). Culturally responsive practices for the special education eligibility process. AccELLerate!, 3(3),

2-4.

Gutierrez-Clennen, V., Simon-Cereijido, G., & Sweet, M. (2012) Predictors of second language acquisition in Latino children with

specific language impairment. American Journal of Speech-Language Pathology, 21(1), 64-77.

Holmes, M & Perez, D. (2010). Ensuring Academic Literacy for ELL Students. American

Secondary Education, 38(2), 32-43.

REFERENCES