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Events, Conferences and Webinars
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| ELLs with Disabilities - Friday, May 21, 2010English Language Learner with Disabilities Dr. Elsa Cardenas-Hagan discusses the effective assessment and instruction strategies for ELLs read more ...
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| Assesments of English Language Learners - Friday, May 21, 2010Assessment of ELLs Dr. Lorraine Valdez Pierce discusses the effective classrooms strategies for assessing English language learners read more ...
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| Online Course - Sunday, May 02, 2010The 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 fall 2010 semester
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Special Education
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| Special EducationSpecial Education MABE advocates for equitable, quality education for special education bilingual learners. We disseminate information on research for professional who serve special education bilingual learners We provide resources on appropriate pre-referral, referral, assessment, placement and quality programs that are educationally linguistically and culturally responsive to their needs. We encourage networking and collaboration among educators, local community and state agencies, and national organizations.
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Research, Policy and Practice
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| Response to Intervention - Sunday, May 02, 2010Response 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
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| NCCRESt - Sunday, May 02, 2010NCCRESt Practitioner Briefs
Professional Learning for Culturally Responsive Teaching
King,Artiles,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
Brown,Doolittle, 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
Waterman, Harry 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
Echevarria, Hasbrouck
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
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| Disproportionality - Sunday, May 02, 2010The Common Causes of Disproportionality
The newest LeadCast blog at the Equity Alliance, written by Edward Fergus, identifies common root causes of disproportionate representation of culturally and linguistically diverse students in special education, as well as remedies that school districts implement as a result of this root cause examination.
Dr. Edward Fergus, Deputy Director of the Metropolitan Center for Urban Education at New York University (NYU). Dr. Fergus began his tenure at Metro Center as project associate with the Equity Assistance Center, provides technical assistance and analysis on education history, policy, and research to school districts. He has published various articles on disproportionality in special education, race/ethnicity in schools, and is the author of Skin Color and Identity Formation: Perceptions of Opportunity and Academic Orientation among Mexican and Puerto Rican Youth (Routledge Press, 2004).
http://www.niusileadscape.org/bl/?p=433.
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