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ERIC Number: ED593684
Record Type: Non-Journal
Publication Date: 2019-Feb-15
Pages: 168
Abstractor: As Provided
ISBN: 978-1-9453-5123-5
ISSN: N/A
EISSN: N/A
Supporting English Learners with Exceptional Needs
Doran, Patricia Rice; Noggle, Amy K.
TESOL Press
Educators working with English learners face challenges beyond teaching academic content in languages new to the students. The added layer of problem-solving for those who may have exceptional needs and providing the appropriate support can be a complex process that involves careful decision making. This book provides a discussion of strengths-based and deficit-based mindsets, collaborative problem-solving, and universal supports for curriculum access. Discover the importance of problem-solving processes at all levels, inclusive approaches to education, and a commitment to appropriate special education identification. Each chapter includes vignettes, discussion of key concepts, practical approaches and strategies, and reflection or discussion questions. Explore the topics of: (1) A strengths-based approach to considering English learners, their abilities, and needs; (2) Policies that affect English learners and how they intersect in day-to-day practice; (3) Structures present in responsive, culturally sustaining schools and classrooms; (4) Targeted supports and response-to-intervention practices for English learners with academic or behavioral needs; and (5) Recommended assessment and identification practices for English learners and more! [Co-written with Heather Wayson Wilson, June Lucas Zillich, Gregory Knollman, and Danielle Turner.]
TESOL Press. Available from: TESOL International Association. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Publication Type: Books; Collected Works - General
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A