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Feature Issue on Educating K-12 English Language Learners with Disabilities

Published by the Institute on Community Integration (UCEDD) and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota • Volume 26 • Number 1 • Winter/Spring 2013

From the Editors

English language learners (ELLs) with disabilities are a growing part of the K-12 school population nationwide. According to one calculation, over 500,000 students with disabilities in U.S. schools have limited English proficiency. These are students whose first language is not English, and in school they have the dual challenges of learning in a new language while navigating the education system as students with disabilities.

The available knowledge on how to effectively educate K-12 English language learners with disabilities, and measure their progress, is small but growing. However, many educators and families have pressing questions. How can educators distinguish between language-related needs and disability-related needs when evaluating and teaching these students? How do these students fit into and benefit from current teaching approaches? How can schools create more collaboration between language-related and disability-related services in meeting the complex needs of ELLs with disabilities? And, for their parents, how do the special education and English as a second language systems work, what are their child’s options and rights, and what is the family’s role in Individualized Education Programs and other aspects of their child’s education? In this Impact we offer some responses to these questions and others from people around the country who are helping our education system respond to the needs of this growing student population.

What's Inside

Articles

Following Patxi’s Lead: A Child-Centered Journey of Learning and Language

Who Are English Language Learners with Disabilities?

The Present and Future of Bilingual/ESL Special Education

The Legal Obligations of Education Systems to Serve English Learners with Disabilities

The Common Core State Standards and English Language Learners with Disabilities

Accommodations Considerations for English Language Learners with Disabilities

Utilizing Differentiated Instruction for English Language Learners with Disabilities

Considerations for Including English Language Learners in a Response to Intervention System

The Roles of Interpreters and Speech-Language Pathologists for ELLs with Disabilities

Issues in the Education of Deaf and Hard of Hearing K-12 English Language Learners

Meeting the Educational Needs of English Language Learners with Learning Disabilities

Educating ELLs with Significant Cognitive Disabilities: Lessons Being Learned in One State

Working Together: One District’s Transformation in Teaching English Learners with Disabilities

United Action for Improving Academic Outcomes of ELLs with Disabilities

Advocating for Your Child: Tips for Families of English Language Learners with Disabilities

Planning for the Successful Transition From School to Adulthood for ELLs with Disabilities

English Language Learners with Disabilities: What School Professionals Need to Know and Do

English Learners with Disabilities and Charter Schools: The Principal Perspective


Resources

Resources on English Language Learners with Disabilities for Professionals and Families

Resources for Families, Educators, and Other Professionals

 

Publication Information

Managing Editor: Vicki Gaylord

Issue Editors:

Kristi Kline Liu, National Center on Educational Outcomes, Institute on Community Integration, University of Minnesota, Minneapolis

Elizabeth Watkins, Minnesota Department of Education, St. Paul

Delia Pompa and Peggy McLeod, National Council of La Raza, Washington, DC

Judy Elliott, Consultant, Tampa, Florida

Impact is published by the Institute on Community Integration (UCEDD), and the Research and Training Center on Community Living and Employment (RTC), College of Education and Human Development, University of Minnesota. This issue was supported, in part, by Grant #90DD0654 from the Administration on Developmental Disabilities (ADD), US Department of Health and Human Services to the Institute; and Grant #H133B080005 from the National Institute on Disability and Rehabilitation Research (NIDRR), US Department of Education, to the RTC.

The views expressed are those of the authors and do not necessarily reflect the views of the Institute, Center or University. The content does not necessarily represent the policy of the US Department of Education or the US Department of Health and Human Services, and endorsement by the Federal Government should not be assumed.

For additional copies or information contact:

Institute on Community Integration
University of Minnesota
109 Pattee Hall
150 Pillsbury Drive SE
Minneapolis, MN 55455
612/624-4512
icipub@umn.edu
http://ici.umn.edu

Impact is available in alternative formats upon request. The University of Minnesota is an equal opportunity employer and educator.

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Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/261). Citation: Liu, K., Watkins, E., Pompa, D., McLeod, P., Elliott, J. & Gaylord, V. (Eds). (Winter/Spring 2013). Impact: Feature Issue on Educating K-12 English Language Learners with Disabilities, 26(1). [Minneapolis: University of Minnesota, Institute on Community Integration].

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Hard copies of Impact are available from the Publications Office of the Institute on Community Integration. The first copy of this issue is free; additional copies are $4 each. You can request copies by phone at 612/624-4512 or e-mail at icipub@umn.edu, or you can fax or mail us an order form. See our listing of other issues of Impact for more information.

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The University of Minnesota is an equal opportunity employer and educator.