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ERIC Number: EJ804069
Record Type: Journal
Publication Date: 2006-Apr
Pages: 8
Abstractor: ERIC
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1525-1810
School Leaders Taking Responsibility for English Language Learners with Disabilities
Thurlow, Martha; Barrera, Manuel; Zamora-Duran, Grace
Journal of Special Education Leadership, v19 n1 p3-10 Apr 2006
Few educators today would argue with statements about the growing diversity of the children being educated in most schools. There is acceptance and often celebration of this diversity, including the growth and dispersal of the population of children and youth from diverse linguistic backgrounds, but there are also concerns about the ability to build on the opportunities that the diversity brings. This is especially the case when additional challenges accompany the diversity, such as language challenges or disability challenges. School leaders must step up for English language learners with disabilities because of their vulnerability in the educational system. It is too easy for educators to overlook these children unless a leader is out in front making sure that their needs are continually addressed. While the Individualized Education Program (IEP) team makes the individual decisions for the child who is an English language learner with disabilities, school leaders set the tone for expectations for these children, for educational opportunities and services, and for guiding principles about what should and should not take place in the education of these students. To assume this leadership role, school leaders need to be armed with some important basic information and suggestions for leading school and systems-based efforts in the education of students with disabilities who are learning English as a second language. In this article, the authors discuss the nature and scope of the student population of English language learners with disabilities, along with associated factors that may pose potential difficulties in providing educational services. They also discuss the apparent dilemmas already emerging as educators have attempted to address the needs of these learners. Finally, they present suggestions for school leaders as they assume more direct responsibility for ensuring adequate services to support the education of English language learners with disabilities. (Contains 1 table.)
Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; Individuals with Disabilities Education Act Amendments 1997; No Child Left Behind Act 2001