Every day teachers struggle to determine if the learning difficulties of ELs extend beyond ‘expected’ new language development and cultural adjustment. Existing assessment and intervention approaches may not reflect the complicated interrelationships between language and literacy development, or account for cultural and linguistic influences and backgrounds. Thus, interventions often fail for EL students because they do not address the holistic needs of the student.
ELs who are experiencing significant challenges in school, or not progressing as expected, are best served when assessment and intervention decisions are made collaboratively, including the perspective of the ESL specialist, special needs teacher, classroom teacher, and family. Supports are more effective when they are designed and implemented as part of a continuum that reflects the interrelated identified language, cultural, and learning needs.
The popularity of Response to Intervention (RtI), Planning and Placement Teams (PPT), or other forms of data teams at many schools has brought attention to the needs of EL students; but without a deep understanding of the relationships between language acquisition and learning disabilities, interventions may be ineffective, and even detrimental, for students. ESL specialists must be involved to provide specialized knowledge and advocate for EL students at all levels of intervention as well as during and following any referral and IEP process.
ELs who are experiencing significant challenges in school, or not progressing as expected, are best served when assessment and intervention decisions are made collaboratively, including the perspective of the ESL specialist, special needs teacher, classroom teacher, and family. Supports are more effective when they are designed and implemented as part of a continuum that reflects the interrelated identified language, cultural, and learning needs.
The popularity of Response to Intervention (RtI), Planning and Placement Teams (PPT), or other forms of data teams at many schools has brought attention to the needs of EL students; but without a deep understanding of the relationships between language acquisition and learning disabilities, interventions may be ineffective, and even detrimental, for students. ESL specialists must be involved to provide specialized knowledge and advocate for EL students at all levels of intervention as well as during and following any referral and IEP process.