In order to effectively educate students dually identified as having disabilities and language needs, teachers must build upon their strengths and adapt instruction (Ortiz, 2001). Each student’s unique needs drive curricular accommodations and modifications. Use of an Individualized Education Plan (IEP) provides information about the student’s present levels of performance (including strengths), annual goals, services, and supports (US Department of Education, 2014). The members of the IEP team should work collaboratively with the EL teacher. This team-driven approach helps improve results. 504 plans also support the teaching of students with disabilities. This term refers to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (Understood, 2019) which prohibits any exclusion from education. The IEP or 504 plan guides the appropriate accommodations and modifications for both instruction and assessment. Language proficiency assessment results also guide instruction. Connect includes recommendations for adaptations in areas that warrant consideration. These are included in the Teacher’s Edition Interleaf pages for each unit.Connect employs general recommendations in the following broad areas of cognitive functioning: conceptual processing, expressive and receptive language, visual-spatial processing, executive functioning, memory, and fine-motor skills (Brodesky et. al., 2002). The Connect support notes also include suggestions to address physical disability, including motor impaired and/or orthopedic disabilities, which may impede movement in the student’s surroundings. References Brodesky , A., Katzman, C., Parker, C., and Murray, E. (2002). “A Process for Addressing Accessibility.” Available at http://www.atudl.com/library_bkup/DATA/ Consideration%20and%20Evaluation/AccessProcess.pdf Ortiz, A.A. (2001). English language learners with special needs: Effective instructional strategies. Washington, DC: ERIC Clearinghouse on Languages and Linguistics Understood. (2019). Accommodations: What they are and how they work. Available at https://www. understood. org/en/learning-attention-issues/ treatmentsapproaches/educational-strategies/ accommodationswhat-they-are-and-how-they-work U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2014). 36th annual report to Congress on the implementation of the Individuals with Disabilities Education Act, 2014. Available at http://www.ed.gov/about/reports/annual/osep Instructional routine • Explore and learn Offer additional time for learners to explore the content. Capitalize on opportunities to address the natural strengths of students with disabilities so they can be seen by peers as equally resourceful and resilient members of the classroom community. • Practice Read and incorporate the “Supporting Students with Disabilities” recommendations for the unit before teaching. • Communicate Monitor students’ ability to engage in each activity. Check for understanding frequently. Offer 1:1 support to achieve learning and language goals. • Assess All assessment, including embedded formative assessments, quizzes, writing prompts, speaking prompts, and unit (summative) assessments, will require the specific accommodations set forth in each student’s IEP. SUPPORTING STUDENTS WITH DISABILITIES Txviii
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