Case Study English Language

Over the last decade or so, important legislation has been implemented to positively ensure fair and equal access to a quality education for English Language Learners (ELL). Change did not happen without there being obstacles to overcome. There were many overturned cases that initially sought to strip English Language Learners of their basic rights to an education. Yet, there would eventually be legislation instituted to help alter the course.

One of the biggest errors made in schooling today is placing a student who is an English Language Learner into special education because of errors made in interpreting language acquisition as a learning or language disability. There has been no single method that has proven to be fully effective when distinguishing between English language learning students and students with a learning disability. As a result, students can end up in classrooms or programs that are not suited for their needs and can hinder their educational achievement. It is important for teachers and schools to understand the process of acquiring a second language and to be able to recognize whether the student is really receiving an adequate opportunity to learn.

The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.

In the first paragraph there is mention of As a someone who worked with DHH students and was required to interpret and or proctor the state mandated tests, I feel the same sentiment you shared in the first paragraph. Especially, since these tests are set up in a way that often sets students with special needs (DHH, LD, ESL) at an extreme disadvantage. In an article about differentiating instruction and Deaf learners, Martin (2010) illustrates how the questions format for standardized testing are difficult for the students to answer and/or understand. Which I believe are applicable to other students with various disabilities.

Impact of Current Political climate on English Language Learners Students and funding in the public school.

Before children can be declared eligible for special education or placed in a special education program, they must be evaluated by a team of professionals. The law requires that schools and other agencies give tests to children that show both their strengths and their weaknesses. This is called nondiscriminatory testing. All tests must be given to children in their own language and in such a way that their abilities and their disabilities are accurately displayed. Children will be placed in special education based upon several tests, not upon one single test or test score. Nondiscriminatory testing ensures that children who do not need special education will not be placed there, and that children who need special school services will get them. (Parent Educational

B) Serge was not correctly identified as a learning disabled because Serge was not fluent in English the results would be different if the test was done in Sergens language.

An English language learner is defined as someone who “has sufficient difficulty speaking, reading, writing, or understanding the English language and whose difficulties may deny such individual the opportunity to learn successfully in classrooms where the language of instruction is in English” (Ortiz, Woika, 2013, p. 2). As defined by the Individuals with Disabilities Education Act (IDEA), a child with a disability has “mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and who, by reason thereof, needs

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

High Stakes Testing has been overly integrated in the education systems. High-stakes testing are used to determine grade retention, school curriculum, and whether or not students will receive a high school diploma (Myers, 2015). Since the No Child Left Behind Act (NCLB) of 2001, high stakes testing has become the norm and mandating that students must pass a standardized test before moving up in grade. As a special education director, the focus is to ensure the student’s accommodations are being followed. Accommodations help increase students’ academic performance. “Both the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and No Child Left Behind (NCLB) call for students with disabilities to participate in the general education curriculum and in testing programs to the maximum extent possible for each student (Luke and Schwartz, 2010).” Throughout the years, high stakes testing is becoming more common than ever before. The reality is high stakes testing is one indicator in evaluating children with specific needs. This paper will discuss, the violation of the statutory language regarding assessment based on IDEA, the strategies and goals of a remediation, staff training, common Core and PARCC assessment, and funding for the remediation plan under IDEA.

The assessment process may have to be adapted to be suitable to the individual learner’s needs such as learning support for those with learning difficulties needs to eventually lead to the same outcome.

I propose to you a case study on a pre-kindergarten English language learning student through qualitative research. My goal was to find out if he faces any problems with regards to his behavior, academic progress and attitudes towards his teachers, classmates and parents. His name is David and just recently came to the United States from Russia about two years ago. He has a complicated time understanding what goes on in his environment because of the language barrier. The one positive aspect for David is that my assistant in the class is Russian as well. Even though he has a hardship speaking the English language and understanding his peers, my assistant helps translate words from Russian to English for him and vice versa.

The law requires that all children should be fairly evaluated in their native language and then classified into the correct disability category (Lozano-Rodriguez & Costellano, 1999). As Lozano-Rodriguez and Costellano (1999) state in

Tale servizio, offerto da Tyring, prevede la sostituzione del battistrada consumato con del materiale nuovo,

In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while