In this session, participants will focus on supporting students with disabilities who are dually-identified as English learners. Participants will explore broad characteristics of ELL subgroups represented across their teaching contexts, especially as they relate to the languages and cultures of their own students. This session will begin with an overview of ELL subgroups, including the broader linguistic and cultural characteristics of each. Participants will analyze case studies, focusing on specific strategies and resources used in supporting particular groups of students. Participants will also explore implications for writing and implementing IEPs for English learners with disabilities. This session will conclude with a discussion focused on policy and resources regarding the assessment and inclusion of these ELL subgroups, with an opportunity for participants to share experiences and ask practice-specific questions.
By attending this session, attendees will leave with:
– a deeper understanding of ELL subgroups, especially as they relate to disability and ability difference
– broader knowledge of the teaching and learning context related to English learners with disabilities, especially as they pertain to specific subgroups
– information regarding policy and resources for supporting specific subgroups of English learners with disabilities
Presenter: Chelsea Mixon, former ENL teacher and resource specialist for mid-State RBERN