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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.
Managing Editor: Vicki Gaylord
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.
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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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The University of Minnesota is an equal opportunity employer and educator.