ERIC Number: ED333623
Record Type: RIE
Publication Date: 1991-May
Reference Count: N/A
Functional Language Instruction for Linguistically Different Students with Moderate to Severe Disabilities. ERIC Digest #E501.
This digest explains how functional language instruction can be made useful for persons with moderate to severe disabilities who are also culturally and linguistically different. It further explains how vocabulary and cultural information of the Spanish-speaking student can be included in functional language instruction for students who are from different cultural groups. The digest defines functional language instruction, outlines use of an ecological inventory to determine language needs, offers a classroom example, describes how to choose vocabulary for functional language instruction, and notes the importance of continuing parent-school communication. The digest concludes that children who receive functional and context-embedded language instruction are more likely to have a positive attitude about learning and a heightened self-concept. (Six references) (JDD)
Descriptors: Cultural Differences, Disabilities, Elementary Secondary Education, Instructional Effectiveness, Language Acquisition, Limited English Speaking, Second Language Instruction, Severe Disabilities, Spanish Speaking, Teaching Methods
Council for Exceptional Children, 1920 Association Dr., Reston, VA 22091-1589 ($1.00 each, minimum order $5.00 prepaid).
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Council for Exceptional Children, Reston, VA.; ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.
Identifiers: ERIC Digests; Functional Context
Note: Based on an article by Elva Duran, "Functional Language Instruction for the Handicapped or Linguistically Different Students," Journal of Reading Improvement, Vol. 25, no. 4 (1988), p.265-268.