Teaching Special Education

7/30/2019 Teaching Special Education

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TEACHING SPECIAL EDUCATION

Teaching special education can be a very challenging experience both at home

and at school. However, effectively teaching students withlearning disabilities,and/or

other special needs can become an exciting daily exploration of each individual child'slearning style.While discovering learning strengths and weaknesses new teaching

methods and ways to organize the classroom will also be discovered.It would benefit

both students and teacher if this discovery became the primary objective of the first two

weeks of school and and remain an ongoing process throughout the school year.The

discoveries made during this exploration will assist the teacher in preparing more

effective lesson plans for the whole class, and for each individual student.

Concerns when Teaching Special Education

Teaching objectives in the special education classroom are different than in the

traditional classroom.Whether the student is learning in a general education classroom

or pulled out into a special education resource setting, concerns for the individual must

take precedence over concerns about the organization and management of the general

education classroom.Remember, all special education students have

anindividualizededucation plan. Success for the special needs student requires a focus

on individual achievement, individual progress, and individual learning. This requires

specific, directed, individualized, intensive remedial instruction of individual students

who are struggling.

Techniques for Teaching Special Education

When classroom challenges become overwhelming, causing the child to tire

easily and avoid all academic pursuits, the key is to organize the work into small

segments that he can master without becoming overwhelmed. The use of frequent

breaks built into class and homework time have proven helpful both in preventing

fatigue, and rewarding the child for trying.
http://www.understanding-learning-disabilities.com/specific-learning-disabilities.htmlhttp://www.understanding-learning-disabilities.com/specific-learning-disabilities.htmlhttp://www.understanding-learning-disabilities.com/specific-learning-disabilities.htmlhttp://www.understanding-learning-disabilities.com/specific-learning-disabilities.html


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Having identified a specific learning style, teaching a student with an auditory

processing problem could include a systematic study of phonics. Techniques designed

to help all the senses work together efficiently can be helpful to the child with sensory

motor problems. And specific reading approaches that require a child to hear, see, say,

and do something (multisensory), might be utilized with both of these students. .

The challenges of teaching the child with learning disabilities can be mastered by

modifying the way in which information is presented. Fewer problems on the page and

larger fonts that are easier to see will work wonders for a child with visual processing

problems. Observe the child to see how long he can work without becoming fatigued,

and adjust his assigned to the amount of work that he can accomplish in that amount of

time. When teaching special education care should be taken to include rewards for

effort as well as achievement. Reinforce the child's effort with supportive, regular,

quality, feedback about how he is doing. The feedback will motivate him to keep trying,

and the desired achievement will follow as the child gains more skills.

When teaching special education classes, use diagrams, graphics and pictures

to augment what you are saying in words; this strategy benefits the visual and auditory

learners at the same time.If the child loses his place while reading, or uses his finger to

point to the words use a colorful piece of plastic under the line to help his eyes return to

the right place when he loses focus. A colorful piece of paper will do, but the more

durable plastic gives it the status of a reading aid that should be valued and kept in his

desk with other important learning tools like pencils, erasers, rulers, calculators, etc.

When trying new techniques, ask the child what he is experiencing, and ask for

his suggestions for changes that will make learning easier and more comfortable.

Sometimes color plays a role in reading, ask the child whether he likes his words on

white, cream, or light blue paper. Glare from the paper and the contrast with the color of

the ink may be impacting his ability to stay focused.


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Educational Technology in the Special Education Classroom

In the special education classroom, attention should be given to optimum

learning conditions, in the form of accommodations and modifications that will allow the

student with learning disabilities to demonstrate his existing skills while learning newones.In contrast to traditional paper-pencil tasks, interactive technology is providing

many alternative methods for students to demonstrate what they have learned.

Computers are powerful tools for students with special needs and should be utilized as

much as possible.With the use of technology students who have difficulty getting their

thoughts on paper because of poor handwriting skills, can write their thoughts with the

use of a keyboard. A child whose visual processing disorder makes reading difficult can

use his stronger auditory skills to listen to a recording of a book.When the visual book is

utilized together with the auditory recording, the child receives the benefit of matching

the sound with the words. This has the potential of improving his reading skills.


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SUPPORTING STUDENTS IN ENGLISH WITH SPECIAL EDUCATION NEEDS

The English K10 Syllabus recognises that students learn at different rates and in

different ways. By using the teaching and learning cycle (assessing, planning,

programming, implementing and evaluating), teachers can ensure that the individual

learning needs of all students are considered and a learning environment is created that

supports students to achieve the outcomes of the syllabus.

Teachers should undertake regular and ongoingassessmentto ensure students are

making sufficient progress and to identify any difficulties they may be experiencing in

their learning.

The following figure illustrates one method of planning and programming that

incorporates the principles of assessment:

Most students with special education needs will access learning experiences based on

the regular syllabus outcomes and content. However, they may require additional

support, including adjustments to teaching, learning and assessment activities.
http://syllabus.bos.nsw.edu.au/assessment-and-reporting/http://syllabus.bos.nsw.edu.au/assessment-and-reporting/http://syllabus.bos.nsw.edu.au/assessment-and-reporting/http://syllabus.bos.nsw.edu.au/assessment-and-reporting/


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All decisions regarding curriculum options for students with special education needs

should be made within thecollaborative curriculum planning process.

When programming for students with special education needs, appropriate teaching

procedures and strategies should be selected. Students who are experiencing

difficulties generally benefit from:

new material presented in small steps

additional explanation

pre-teaching of expected prior knowledge, strategies and skills necessary for learning

new related concepts

repeated modelling

guided practice

extensive independent practice

explicit teaching of learning strategies (cognitive and metacognitive strategies)

additional teaching and learning experiences at each phase of learning (acquisition,

fluency, maintenance, generalisation)

instructional scaffolding.

engaging personally with texts

developing and applying contextual knowledge understanding and applying knowledge of language forms and features

The integrated relationship of the objectives, learning outcomes and key processes of

the English K10 Syllabus allows students to use language meaningfully in a range of

contexts.

Further information is available about theorganisation of content in the English K10

Syllabus, including text requirements for each stage.

In particular, students with special education needs may requireadjustmentsand

assistance to develop specific literacy skills in order to gain meaning from texts, as well

as respond to and compose texts.
http://syllabus.bos.nsw.edu.au/collaborative-planning/http://syllabus.bos.nsw.edu.au/collaborative-planning/http://syllabus.bos.nsw.edu.au/collaborative-planning/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/adjustments/http://syllabus.bos.nsw.edu.au/adjustments/http://syllabus.bos.nsw.edu.au/adjustments/http://syllabus.bos.nsw.edu.au/adjustments/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/collaborative-planning/


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Suggestions for supporting students with special education needs in English include:

supporting vocabulary development through specific strategies such as modelling in

different contexts, relating new words to existing vocabulary, using synonyms as well as

examples and non-examples of words

explicit teaching of active listening behaviours

visual and touch cues to facilitate the development of speech-sounds

creating a language rich environment

strategies to support expressive communication, such as contingent responding, wait

and signal, referencing and shaping

explicit teaching of phonemic awareness strategies, such as blending, segmenting and

stretching

explicit teaching of reading strategies, such as skimming and scanning

use of comprehension strategies at the literal, inferential and applied levels

learning strategies for comprehension, such as summarising, story maps, semantic and

graphic organisers

explicit teaching of spelling strategies, such as phonological, visual and morphemic

strategies

instructional scaffolding for text types, such as flow charts, sentence starters and mind

maps.


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Teaching Strategies for Students with Special Needs

All students with special needs are unique. Their needs may be recognized by teacher and parentobservations and/or assessment by a certified professional. Some students may have their needsformally identified as an exceptionality through anIdentification Placement and ReviewCommittee (IPRC). Regardless of the manner by which needs are determined, teachers andschool teams can implement strategies as soon as a students need is realized. It is important todocument and assess the effectiveness of strategies employed and revise them in order toachieve success.

The teaching strategies and resources on this website have been organized along three mainlines. Related definitions, characteristics and resources are included for each area:

Student NeedsFormal Exceptionalities Determined by IPRCDiagnosed Medical/Psychological Conditions

You can access all of our teaching strategies and resources pages using the coloured markers

below. To show the topics included in each section, click on the word SHOW at the end of each marker.

Hide the topics by clicking on HIDE. You can show or hide the topics in more than one section at

a time.

To show or hide the topics in all three sections at once, click onSHOW ALLorHIDE ALL.

Moving your mouse over the various topics lets you see the definitions for each topic

To go to the individual teaching strategies and resources pages, simply click on the topic you

want to go to
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Student Needs

ggression Management

nger/Frustraon

Management

nxiety Management

rculaon Skills

enon Skills

Blindness

Central Auditory Processing

Deafness

Emoonal Regulaon

English Language Skills

Execuve Funcon

Fine Motor Skills

Gross Motor Skills

earing

ntellectual Ability High

ntellectual Ability Low

istening Comprehension

Skills

ow Vision

emory Skills

etacognive Skills

obility Skills

on-Verbal Reasoning

rganizaonal Skills

ersonal Care

ersonal Safety

honological Processing

rocessing Speed

elf-Advocacy Skills

elf-Esteem

elf-Regulatory Skills

ensory Integraon Skills

equencing Skills

ocial Skills

ask Iniaon

ime Management Skills

ransion Skills

erbal Ability

isual-Motor Skills

isual-Spaal Processing

Exceptionalities Determined by IPRC
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Ausm Spectrum Disorder (ASD)

Behaviour Exceponality

Blind and Low Vision

Deaf and Hard of Hearing

Developmental Disability (DD)

Giedness

Language Impairment

Learning Disabilies (LD)

Mild Intellectual Disability (MID)

Mulple Exceponalies

Physical Disability

Speech Impairment

Diagnosed Medical/Psychological Conditions

cquired Brain Injury

lcohol-Related Neuro-

developmental Disorder

(ARND)

ngelman Syndrome

enon

Decit/Hyperacvity

Disorder (AD/HD)

sperger's Syndrome

usc Disorder

Bipolar Disorder

Blindness

Brain Injury

Central Auditory Processing

Disorders (CAP)

Cerebral Palsy (CP)

Childhood Disintegrave

Disorder (CDD)

onduct Disorder (CD)

ysc Fibrosis (CF)

eafness

epression

own Syndrome

pilepsy

etal Alcohol Syndrome/Fetal

Alcohol Eects (FAS/FAE)

ragile X Syndrome

earning Disability

ild Intellectual Disability

(MID)

uscular Dystrophy (MD)

eurological Disabilies

pposional Deant Disorder(ODD)

bsessive-Compulsive

Disorder (OCD)

ervasive Development

Disorder-Not Otherwise

Specied (PDD-NOS)

ost-Traumac Stress

Disorder (PTS)

rader-Willi Syndrome

eacve Aachment

Disorder (RAD)

eizure Disorder

elecve Musm

pina Bida

ouree Syndrome

illiam's Syndrome

linefelter's Syndrome

e's Disorder

urner Syndrome

sher Syndrome

ther condions not

listed here
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index.php?q=node/753http://www.teachspeced.ca/index.php?q=node/753http://www.teachspeced.ca/index.php?q=node/753http://www.teachspeced.ca/index.php?q=node/754http://www.teachspeced.ca/index.php?q=node/754http://www.teachspeced.ca/index.php?q=node/754http://www.teachspeced.ca/index.php?q=node/754http://www.teachspeced.ca/index.php?q=node/755http://www.teachspeced.ca/index.php?q=node/755http://www.teachspeced.ca/index.php?q=node/755http://www.teachspeced.ca/index.php?q=node/745http://www.teachspeced.ca/index.php?q=node/745http://www.teachspeced.ca/index.php?q=node/749http://www.teachspeced.ca/index.php?q=node/749http://www.teachspeced.ca/index.php?q=node/757http://www.teachspeced.ca/index.php?q=node/757http://www.teachspeced.ca/index.php?q=node/758http://www.teachspeced.ca/index.php?q=node/758http://www.teachspeced.ca/index.php?q=node/761http://www.teachspeced.ca/index.php?q=node/761http://www.teachspeced.ca/index.php?q=node/747http://www.teachspeced.ca/index.php?q=node/747http://www.teachspeced.ca/index.php?q=node/756http://www.teachspeced.ca/index.php?q=node/756http://www.teachspeced.ca/index.php?q=node/759http://www.teachspeced.ca/index.php?q=node/759http://www.teachspeced.ca/index.php?q=node/760http://www.teachspeced.ca/index.php?q=node/760http://www.aboutkidshealth.ca/HealthAZ/Conditions-and-Diseases-Gallery.aspx?articleID=&categoryID=AZ1http://www.aboutkidshealth.ca/HealthAZ/Conditions-and-Diseases-Gallery.aspx?articleID=&categoryID=AZ1http://www.aboutkidshealth.ca/HealthAZ/Conditions-and-Diseases-Gallery.aspx?articleID=&categoryID=AZ1http://www.aboutkidshealth.ca/HealthAZ/Conditions-and-Diseases-Gallery.aspx?articleID=&categoryID=AZ1http://www.aboutkidshealth.ca/HealthAZ/Conditions-and-Diseases-Gallery.aspx?articleID=&categoryID=AZ1http://www.teachspeced.ca/index.php?q=node/760http://www.teachspeced.ca/index.php?q=node/759http://www.teachspeced.ca/index.php?q=node/756http://www.teachspeced.ca/index.php?q=node/747http://www.teachspeced.ca/index.php?q=node/761http://www.teachspeced.ca/index.php?q=node/758http://www.teachspeced.ca/index.php?q=node/757http://www.teachspeced.ca/index.php?q=node/749http://www.teachspeced.ca/index.php?q=node/745http://www.teachspeced.ca/index.php?q=node/755http://www.teachspeced.ca/index.php?q=node/755http://www.teachspeced.ca/index.php?q=node/754http://www.teachspeced.ca/index.php?q=node/753http://www.teachspeced.ca/index.php?q=node/753http://www.teachspeced.ca/index.php?q=node/598http://www.teachspeced.ca/index.php?q=node/598http://www.teachspeced.ca/index.php?q=node/598http://www.teachspeced.ca/index.php?q=node/752http://www.teachspeced.ca/index.php?q=node/752http://www.teachspeced.ca/index.php?q=node/751http://www.teachspeced.ca/index.php?q=node/751http://www.teachspeced.ca/index.php?q=node/750http://www.teachspeced.ca/index.php?q=node/748http://www.teachspeced.ca/index.php?q=node/697http://www.teachspeced.ca/index.php?q=node/697http://www.teachspeced.ca/index.php?q=node/695http://www.teachspeced.ca/index.php?q=node/746http://www.teachspeced.ca/index.php?q=node/732http://www.teachspeced.ca/index.php?q=node/732http://www.teachspeced.ca/index.php?q=node/745http://www.teachspeced.ca/index.php?q=node/744http://www.teachspeced.ca/index.php?q=node/743http://www.teachspeced.ca/index.php?q=node/692http://www.teachspeced.ca/index.php?q=node/742http://www.teachspeced.ca/index.php?q=node/741http://www.teachspeced.ca/index.php?q=node/740http://www.teachspeced.ca/index.php?q=node/740http://www.teachspeced.ca/index.php?q=node/739http://www.teachspeced.ca/index.php?q=node/738http://www.teachspeced.ca/index.php?q=node/738http://www.teachspeced.ca/index.php?q=node/668http://www.teachspeced.ca/index.php?q=node/700http://www.teachspeced.ca/index.php?q=node/737http://www.teachspeced.ca/index.php?q=node/736http://www.teachspeced.ca/index.php?q=node/735http://www.teachspeced.ca/index.php?q=node/734http://www.teachspeced.ca/index.php?q=node/734http://www.teachspeced.ca/index.php?q=node/734http://www.teachspeced.ca/index.php?q=node/733http://www.teachspeced.ca/index.php?q=node/732http://www.teachspeced.ca/index.php?q=node/732http://www.teachspeced.ca/index.php?q=node/732http://www.teachspeced.ca/index.php?q=node/668http://www.teachspeced.ca/index.php?q=node/3#dmpchttp://www.teachspeced.ca/index.php?q=node/694http://www.teachspeced.ca/index.php?q=node/699http://www.teachspeced.ca/index.php?q=node/701http://www.teachspeced.ca/index.php?q=node/697http://www.teachspeced.ca/index.php?q=node/695http://www.teachspeced.ca/index.php?q=node/693http://www.teachspeced.ca/index.php?q=node/696http://www.teachspeced.ca/index.php?q=node/698http://www.teachspeced.ca/index.php?q=node/692http://www.teachspeced.ca/index.php?q=node/700http://www.teachspeced.ca/index.php?q=node/691http://www.teachspeced.ca/index.php?q=node/667


10/19

Limited English Proficient Students

Some school districts have at times confused the educational needs of limited

English proficient (LEP) students with the special education services required by


11/19

students with disabilities. This confusion and the consequent inappropriate referral of

LEP students to special education raises the question of whether LEP students

identified as requiring special education are receiving a free and appropriate public

education as required by federal law[1]. Inappropriate referral to special education can

be stigmatizing and costly, inhibiting LEP students from achieving their full academic

potential and diverting special education resources from students with actual disabilities

and needs.[2]

Specialists assume that approximately the same proportion of students with

disabilities will be found in any population.[3]Based upon this assumption, statistically,

about 12% of the language minority population in the United States should require

special education.[4]But generally, language minorities are over-represented in

programs for the learning disabled.[5]For instance, in California, where students with

limited English proficiency make up 22.2% of the student population[6], LEP students

(also known as English language learners or ELL students) are significantly over-

represented in special education, particularly in specific learning disabilities and speech

impairment classes.[7]

There are a number of possible causes for the disproportionate representation of

LEP students in special needs categories. One possible cause is that some school

systems are continuing to assign students to special education programs on the basis of

criteria that essentially measure and evaluate the English skills of students.[8]Other

causes may include inadequacy of reading instruction, ineffective assessment and

placement procedures, or even racial or ethnic bias. Reform could be hindered by the

absence of state specific data on LEP students with disabilities.[9]Even states with

large populations of LEP students do not necessarily have data on the identification,

assessments, and placements of LEP students with disabilities.[10]

In some school districts, language minority students are over-represented in

special education, while in others language minority students are

underrepresented.[11]In the past, misdiagnosis of LEP students as requiring special

education has led to a number of lawsuits and court orders.[12]As a result, fear of

litigation by school districts can sometimes lead to the under-identification of LEP
http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn1http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn1http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn2http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn2http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn2http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn3http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn3http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn3http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn4http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn4http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn4http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn5http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn5http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn6http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn6http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn7http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn7http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn7http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn8http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn8http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn8http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn9http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn9http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn9http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn10http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn10http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn10http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn11http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn11http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn11http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn12http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn12http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn12http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn12http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn11http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn10http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn9http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn8http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn7http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn6http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn5http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn4http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn3http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn2http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn1


12/19

students in special education. In such circumstances, LEP students with special

education needs, may not be receiving the services they require. It is possible that this

reasoning may explain why Hispanic students are under-identified for certain disability

categories in California, such as emotional disturbance.[13]

To achieve equality of access to special needs services and to ensure

thatallstudents are being educated adequately and effectively, both under-identification

and over-identification of LEP students regarding special education status must be

examined, thoroughly monitored, and eventually remedied. One study concludes that "[it

is] imperative to monitor the quality of educational programs offered to linguistic minority

students in general, bilingual, and special education as well as the long-term

consequences of placement decisions for these students."[14]

Such research and monitoring can have crucial implications for other issues

related to special education such as race, reading instruction, and bilingual education.

For instance, in 1997 California voters passed Proposition 227, which essentially

eliminated bilingual education in the state. A determination how the elimination of

bilingual programs in California affects the special education enrollment of LEP students

could help state officials and educators measure the success or failures of this

significant educational reform. At this time, it is unclear what impact Proposition 227 will

have on either LEP representation in special education or the overall academic

achievement of LEP students.[15]

The disproportionate representation of LEP students in special education is

inextricably connected to issues of race. Like LEP students, more minorities continue to

be served in special education than would be expected from their percentage of the

general school population.[16]Language difficulties may be only a part of a much larger

chain of causation. Clearly, changing racial and ethnic demographics necessitate an

examination of how LEP students and multicultural populations are being
http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn13http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn13http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn13http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn14http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn14http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn14http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn15http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn15http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn15http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn16http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn16http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn16http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn16http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn15http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn14http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn13


13/19

educated.[17]Without reform and proper assessment of LEP students in regard to

special education placement, the increasing racial, ethnic, and linguistic diversity of

students could potentially overwhelm special education programs.[18]
http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn17http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn17http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn17http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn18http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn18http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn18http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn18http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn17


14/19

Teaching English inSpecial Education

TeachingSpecial

Education

TeachingTechniques

LimitedEnglish

ProficientStudents

Support

Students


15/19

TeachingSpecial

Education

Teacher shouldbe concerned

when TeachingSpecial

Education

Use DifferentTechniques for

Teaching

EducationalTechnology

Use


16/19

SupportStudents

Students learn atdifferent rates and in

different ways.

The use the teaching andlearning cycle (assessing,planning, programming,

implementing andevaluating)

Teachers shouldundertake regular andongoing assessment

Students requireadditional support,

including adjustments toteaching, learning andassessment activities

All decisions regardingcurriculum options forstudents with special

education needs shouldbe made within

the collaborativecurriculum planning

process


17/19

TeachingTechniques

StudentNeeds

DiagnosedMedical/

PsychologicalConditions

ExceptionalitiesDetermined by

IPRC


18/19

To achieve equality of access tospecial needs services and to

ensure that all students are beingeducated adequately andeffectively, both under-identification and over-

identification of LEP studentsregarding special education status

must be examined thoroughly.

Inappropriate referral to specialeducation can be stigmatizing

and costly, inhibiting LEP studentsfrom achieving their full academic

potential

Fear of litigation by schooldistricts can sometimes lead tothe under-identification of LEP

students in special education. Insuch circumstances, LEP students

with special education needs,may not be receiving the services

they require.

Causes may include inadequacyof reading instruction, ineffective

assessment and placementprocedures, or even racial or

ethnic bias.

Limited English

Proficient

Students


19/19

BIBLIOGRAPHY

(UNKNOWN, 2013)http://schools.nyc.gov/Academics/ELL/default.htm

(UNKNOWN, 2013)http://schools.nyc.gov/Academics/SpecialEducation/default.htm

(UNKNOWN, 2013)http://www.yrdsb.edu.on.ca/page.cfm?id=LSE000001

(UNKNOWN,

2013)http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed

(UNKNOWN, 2013)http://www.teachspeced.ca/index.php?q=node/3

(UNKNOWN, 2013)http://www.ascd.org/publications/educational -

leadership/feb96/vol53/num05/The -Double-Demands-of-Teaching-English-Language-

Learners.aspx

(UNKNOWN, 2013)http://www.reacheverychild.com/feature/special_needs.html

(UNKNOWN, 2013)http://www.colorincolorado.org/educators/special_education/

(UNKNOWN,

2013)http://www.fordham.edu/images/academics/education/gse_programs/tesol_special

education.pdf

(UNKNOWN, 2013)http://syllabus.bos.nsw.edu.au/english/english -k10/supporting-special-education-students/

(UNKNOWN, 2013)http://pubs.cde.ca.gov/tcsii/ch2/tchngstudntspclneed.aspx
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Documents

Teaching Special Education