In this workshop, the presenter provides an overview of critical issues regarding language acquisition, disability status, and identification processes for administrators, coaches, and related service providers. Participants will have the opportunity to explore an evidence-based assessment tool used to comprehensively evaluate and untangle language impairment, language acquisition, and other language-related needs. They will then practice scoring and interpreting assessment results using a case study. To investigate the next steps after identification, participants will discuss systems-level approaches and school-wide cultural practices used to support multilingual students with disabilities. Then, participants will observe how widely-used communication and grouping strategies, such as turn-and-talks, can be adapted to support and accommodate for the complex needs of students with disabilities and, when applicable, their technology across different instructional settings. Participants will also observe new approaches and strategies for supporting collaboration among different kinds of education professionals for integrating assistive technology and language-related supports to promote communication and language development for these students.
By attending this session, attendees will leave with…
- Practice scoring and interpreting assessment results using a case study
- Developed knowledge and familiarity with instructional strategies, assistive technology, and school-level cultural practices used to support multilingual students with disabilities
- Deeper knowledge of systems-level approaches and strategies for promoting collaboration and integration of services for dually-identified learners
Presenter: Chelsea Stinson