March 10, 2010

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Announcements

Response to Interventiion and ELLs - Monday, December 07, 2009

Response to Intervention and English Language Learners: This brief from the Center for Applied Linguistics outlines the tiered structure of RTI and how it can be implemented as an effective technique for teaching English learners who are having difficulty making academic progress. It touches on methods of assessment and instructional considerations, and it guides educators in tailoring this technique to fit the needs of English learners.
http://www.cal.org/create/resources/pubs/responsetointerv.html

SPED Resources - Wednesday, September 23, 2009

NCCRESt Practitioner Briefs

Professional Learning for Culturally Responsive Teaching
Kathleen A. King
Alfredo J. Artiles
Elizabeth B. Kozleski
Arizona State University
April 2009

Professional learning for culturally responsive teaching has the potential to address achievement gaps across ethnic groups and disproportionate representation in special education for students from culturally and linguistically diverse backgrounds. This brief has a twofold purpose: (a) to demonstrate the need for rethinking current approaches to professional learning and (b) to provide guidelines for professional learning for culturally responsive teaching, as well as research-supported examples of schools and districts engaged in this process.

A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners

Julie Esparza Brown, Portland State University
Jennifer Doolittle, Office of Special Education Programs
U.S. Department of Education
March 2008

Looking through the lens of culturally responsive practice, we consider how best to implement Response to Intervention (RTI) in a way that will provide equitable educational opportunity for students who are English Language Learners.

Building Collaboration Between Schools and Parents of English Language Learners: Transcending Barriers, Creating Opportunities

Robin Waterman, Ed.D.
Beth Harry, Ph.D.
University of Miami
May 2008

Schools that support meaningful parent involvement have higher levels of student achievement, improved school attendance, higher graduation rates, larger enrollment in post-secondary education and students with positive attitudes about school (e.g., August & Hakuta, 1997; Henderson & Berla, 1994). Read more…

http://www.nccrest.org/publications/briefs.html

Response to Intervention and English Learners

Jana Echevarria, California State University, Long Beach
Jan Hasbrouck, Gibson Hasbrouck & Associates, Wellesley, MA

RTI is an instructional service delivery model founded on two key premises:

All children can learn when provided with appropriate, effective instruction.
Most academic difficulties can be prevented with early identification of need followed by immediate intervention.

http://www.cal.org/create/resources/pubs/responsetointerv.html

Announcements

George Washington University Special Education Distance Program - Wednesday, February 17, 2010

The George Washington University’s bilingual special education online distance program is now accepting applications for the 18-credit-hour graduate Certificate and 45-credit-hour MA in Bilingual Special Education for the Summer 2010 semester.

The GSEHD Bilingual Special Education Program is one of only eight programs in the country that prepares educators to meet the cultural, language, social and learning needs of a growing number of culturally and linguistically diverse, and/or exceptional students. The program emphasizes culturally responsive instruction, assessment and service practices in order to prepare professionals to distinguish—and differentiate appropriately —between students with a disability and students who are in the process of second language acquisition.

The MA program combines 45-credit-hours of coursework with field-based experience and mentoring. It is nationally recognized by NCATE and leads to K-12 certification in ESOL, special education and bilingual special education. The program also offers a six-course graduate certificate as well as emphasis areas under the Special Education EdS and EdD. All bilingual special education coursework is offered either face-to-face or online.

Please contact Tara Courchaine at taratez@gwu.edu or call (719) 660-7564

**The program is eligible for FAFSA financial aid and individuals who qualify can apply for funding though the TEACH grant.

Summer 2010 Courses

SPED 266: Development of Language and Literacy

The purpose of this course is to provide students with an introduction to the study of language acquisition in typically developing young children as well as children who are exceptional, and children who are second language learners.

TRED 227: Reading and Writing in ESL

The course is designed to give the student theoretical and practical knowledge of the development of reading and writing skills in English for kindergarten through adult English language learners. It will provide students with an understanding of the literacy needs of ELL students; a theoretical background of second language reading and writing processes; and practice with instructional approaches that assist ELL students in becoming skilled and motivated readers and writers.

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