TSL 567 Methods of Teaching and Evaluating ELLs with Special Needs GCU

Students who qualify for an Individualized Education Plan (IEP) have a legal right to the least restrictive environment (LRE) as included in IDEA. Teachers can better meet the needs of their ELLs and bilingual/dual language students with exceptionalities by understanding federal legislation protecting the rights of students with exceptionalities.

Create a 10-15 slide presentation in digital format for parents of ELLs or bilingual/dual language students with exceptionalities that describes the concept of LRE and the IEP process. Your presentation should include:

• An explanation of the considerations regarding of the concept of LRE.
• An explanation of each of the five steps to the IEP process.
• Examples of how aspects of special education law affect students in ELL or bilingual/dual language educational settings.

Include presenter’s notes, in-text citations, and a reference slide.

Support your findings with at least three scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Teachers who understand the psychosocial and sociocultural issues that affect learning and acculturation among ELLs and bilingual/dual language students with exceptionalities will be better able to create meaningful learning experiences.

Allocate at least 2 hours in the field to support this assignment.

Work with a special education instructor with an ESL endorsement to observe and discuss the psychosocial and sociocultural factors that affect ELLs and bilingual/dual language students with exceptionalities. What strategies were utilized or could have been utilized to address these factors?

Document the hours and locations that you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Create a 500-750 word handout to inform teachers about the psychosocial and sociocultural factors that affect ELLs or bilingual/dual language students with exceptionalities. Your handout should include:

• Descriptions of at least three psychosocial factors that affect ELLs or bilingual/dual language students with exceptionalities;
• Descriptions of at least three sociocultural factors that affect ELLs or bilingual/dual language students with exceptionalities;
• Strategies that would effectively address each of these factors in your teaching.

Support your findings with at least five scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

ELLs and bilingual/dual language students have historically been overrepresented and underrepresented in special education programs. It is difficult for teachers to distinguish between normal language acquisition issues and a potential disability. Teachers are thus faced with the complexity of recognizing those that need special education, ELL, or bilingual/dual language programs.

Allocate at least 3 hours in the field to support this assignment.

Work with your mentor teacher to observe and discuss the challenges of recognizing the difference between language acquisition issues and special education issues among ELLs and bilingual/dual language students with exceptionalities.

Document the hours and locations that you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Create a chart or graphic organizer that could be distributed to teachers to help them better understand the challenges of recognizing the difference between the language acquisition issues and special education issues among ELLs or bilingual/dual language students with exceptionalities. Your chart should contain:

• At least five disabilities from the 13 categories of special education as defined by IDEA (at least one of these five must be a learning disability);
• At least three language acquisition issues that could be misconstrued as a disability;
• Distinguishing characteristics of each disability and language acquisition issues included to assist in the identification of a potential disability.

Support your findings with at least five scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Gifted and talented ELLs and bilingual/dual language students have been overrepresented and underrepresented in special education programs. Teachers are able to identify and meet the needs of gifted and talented ELLs and bilingual/dual language students when they are aware of the characteristics of these students. Teachers are prepared to meet the needs of ELLs and bilingual/dual language students with an ID when they are informed of best practices.

Allocate at least 3 hours in the field to support this assignment.

Work with a teacher of gifted and talented students in your district to identify and observe traits and characteristics of gifted and talented ELLs and bilingual/dual language students. Observe several lessons to see how the educational needs of ELLs and bilingual/dual language students with intellectual disabilities (IDs) as well as the educational needs of gifted and talented ELLs and bilingual/dual language students have been met.

Document the hours and locations that you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Create a 750-1,000 word informative newsletter for your colleagues regarding issues related to ELLs or bilingual/dual language students with IDs as well as gifted and talented ELLs or bilingual/dual language students. Your newsletter should contain several small articles relating to the following:

• The challenges relating to the identification of gifted and talented ELLs and bilingual/dual language students.
• Overrepresentation and underrepresentation of gifted and talented ELLs and bilingual/dual language students in special education programs.
• Examples of research-based strategies that address the educational needs of ELLs and bilingual/dual language students with IDs.
• Examples of research-based strategies that address the educational needs of gifted and talented ELLs and bilingual/dual language students.
• A case study based on a real or fictitious gifted and talented student who received proper instruction and has since achieved success.

Support your findings with at least five scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Teachers aware of best practices should be able to effectively differentiate instruction and assessment within ELL and bilingual/dual language educational settings based on language differences, giftedness, and special education needs.

For this Benchmark assignment, you will create a differentiated learning experience for a group of ELLs or bilingual/dual language students with exceptionalities.

Part 1: Field Experience D

Allocate at least 2 hours in the field to support this assignment.

Spend time making observations in an educational setting that includes ELLs or bilingual/dual language students with exceptionalities.

Look for examples of how students’ cultural values and beliefs have been integrated into teaching. Gather ideas for a learning activity of your own creation that could be differentiated for ELLs or bilingual/dual language students with various special educational needs.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Part 2: Differentiated Learning Activity

Devise a learning activity to achieve specific learning objectives for a diverse group of ELLs or bilingual/dual language students with exceptionalities. You will differentiate this learning activity to accommodate a student with a specific learning disability as well as four additional students each with a different disability chosen from the 13 disability categories included in IDEA. Be sure to specify the grade and English language proficiency (ELP) levels of your intended students.

Describe your learning activity and the differentiation utilized to meet the educational needs of the five students in a 1,250-1,500 word essay. Your essay must include the following:

• The learning objectives of the activity as well as relevant information regarding your intended ELLs or bilingual/dual language students.
• A complete description of how the activity would be carried out and the materials needed.
• A statement regarding how the cultural values and beliefs of your students have been integrated into the design of this activity.
• An explanation of how this activity will be assessed.
• A description of the five disabilities you have chosen and the specific needs of your ELLs or bilingual/dual language students with each disability.
• An explanation regarding how the activity is making it possible for students with exceptionalities to be educated in the least restrictive environment (LRE).
• A description of the modifications and accommodations to the activity and how they are aligned with the learning objectives, instruction, and assessment for each of the five students you have identified.

Support your findings with at least five scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Program competencies and national standards assessed in the benchmark assignment:

COE 2.1: Candidate will integrate ELL’s cultural values and beliefs in the context of teaching and learning. [TESOL 2; InTASC 3(f), 4(m)]

COE 3.3: Candidate will select various methods of identifying and allocating appropriate program placement. [TESOL 4.c; InTASC 8(a), 8(p)]

COE 4.3: Candidate will differentiate instruction and assessment with ELLs’ language differences, giftedness, and special education needs in mind. [TESOL 4.a; InTASC 6(h), 6(p), 6(u), 6(v)]