Part 1
When planning your program, from your class norms and environment, to your unit plans and classroom activities, it is very important to consider the unique needs of your ELLs, especially those with LD.
One of the most important program considerations pertaining to ELLs in general is to be conscious of viewing the family and family culture as a valuable way of understanding the student, rather than as a problem (Wilkinson, 137). Culture has such a profound impact upon how a student learns (and learns to learn), and can cause a student to behave in ways we may misunderstand. For example, some ELLs may have difficulty calling out answers, being creative, or questioning the teacher, due to the style of education they are accustomed to (Schwarz, 9). In building relationship with the student’s family and learning to understand how their culture shapes their classroom involvement and perspectives, we can better appreciate the assets their culture has given them, and modify or broaden some of our approaches and teaching strategies appropriately.
Activity
Create a list of at least 10 questions you might use in a Parent/Teacher interview in order to better understand the home culture of your student, and how it affects their approach to education.
How might the answers to these questions affect your approach to teaching and assessing in your classroom? In a short paragraph, think of one or two practical steps you might take as a result of the answers. Remember to think in terms of broad, program or classroom perspectives.
One of the most important program considerations pertaining to ELLs in general is to be conscious of viewing the family and family culture as a valuable way of understanding the student, rather than as a problem (Wilkinson, 137). Culture has such a profound impact upon how a student learns (and learns to learn), and can cause a student to behave in ways we may misunderstand. For example, some ELLs may have difficulty calling out answers, being creative, or questioning the teacher, due to the style of education they are accustomed to (Schwarz, 9). In building relationship with the student’s family and learning to understand how their culture shapes their classroom involvement and perspectives, we can better appreciate the assets their culture has given them, and modify or broaden some of our approaches and teaching strategies appropriately.
Activity
Create a list of at least 10 questions you might use in a Parent/Teacher interview in order to better understand the home culture of your student, and how it affects their approach to education.
How might the answers to these questions affect your approach to teaching and assessing in your classroom? In a short paragraph, think of one or two practical steps you might take as a result of the answers. Remember to think in terms of broad, program or classroom perspectives.
Part 2
Another important thing to keep in mind when planning your program is that ELLs with LD are students who actually do have two separate and unique areas of need. It can be so easy to focus on just the ELL factor, and to provide ELL and cultural accommodations, but to forget about the LD aspect of their challenges. Likewise, the opposite is also possible. We can focus so much on the LD aspect of their needs, that we forget they are also ELLs. If we find ourselves in a classroom of predominantly one or the other (ELLs or students with LD), we must be extra conscious of remembering our ELLs with LD, and of planning a program designed to help them succeed.
A final note is to be aware of the possibility that your ELL with LD may have other needs, as well. For example, they may require Special Education support for behavioural needs, in addition to academic ones (Klingner, Boele, Linan-Thompson, and Rodriguez, 94). There are many different types of exceptionalities that can co-exist with LD, including Attention Deficit Hyperactivity Disorder, Oppositional/Defiant Disorder, and Developmental Co-ordination Disorder, to name a few (DiPasquale). We must not get distracted by the “language learner” component, and ensure that we are supporting our students in all areas of need.
Activity
Investigate an exceptionality that can co-exist with LD, and write a brief paragraph explaining it. Then, reflect on your learning so far, and explain the effect you think a language barrier would have on a student with LD and the co-existing exceptionality. How would it affect the student? How would it affect the teacher’s perception of the student’s learning challenges? Post your research and reflections to the discussion forum to share with others.
A final note is to be aware of the possibility that your ELL with LD may have other needs, as well. For example, they may require Special Education support for behavioural needs, in addition to academic ones (Klingner, Boele, Linan-Thompson, and Rodriguez, 94). There are many different types of exceptionalities that can co-exist with LD, including Attention Deficit Hyperactivity Disorder, Oppositional/Defiant Disorder, and Developmental Co-ordination Disorder, to name a few (DiPasquale). We must not get distracted by the “language learner” component, and ensure that we are supporting our students in all areas of need.
Activity
Investigate an exceptionality that can co-exist with LD, and write a brief paragraph explaining it. Then, reflect on your learning so far, and explain the effect you think a language barrier would have on a student with LD and the co-existing exceptionality. How would it affect the student? How would it affect the teacher’s perception of the student’s learning challenges? Post your research and reflections to the discussion forum to share with others.