working document. not to be distributed without cde permission. preschool english learners training...

Working document. Not to be distributed without CDE Permission.Preschool English Learners Training Manual – Chapter 7 1

Chapter 7: English Learners with Disabilities or Other Special Needs

Working document. Not to be distributed without CDE Permission.Preschool English Learners Training Manual – Chapter 7 2

Key Points

There are basic guidelines for beginning to distinguish between a language difference and a language disorder.

By using a multi-sensory approach to introduce concepts, teachers increase the likelihood of children’s comprehension of those concepts.

Working document. Not to be distributed without CDE Permission.Preschool English Learners Training Manual – Chapter 7 3

Key Points (continued)

English learners with and without disabilities can begin to understand a new concept, or gain a deeper understanding of a familiar concept, when a variety of scaffolding strategies are used to support their learning.

Working document. Not to be distributed without CDE Permission.Preschool English Learners Training Manual – Chapter 7 4

Key Points (continued)

Peers, teachers, family and community members can all be the agents of the use of a variety of scaffolding strategies.

With the right supports, many English learners with disabilities and other special needs can learn a second language.

Working document. Not to be distributed without CDE Permission.Preschool English Learners Training Manual – Chapter 7 5

Connections to “Principles and Practices”

Principle 8: Coordination and collaboration among families, teachers, and specialists become crucial in supporting the language and literacy development of children with disabilities and other special needs.

Working document. Not to be distributed without CDE Permission.Preschool English Learners Training Manual – Chapter 7 6

Language Disorder vs. Language Difference

Language Disorder

– An inability to understand and process language either expressively or receptively.

Language Difference

– Having the ability to speak another language that is different from the language used for instruction or used by the majority of people.

Working document. Not to be distributed without CDE Permission.Preschool English Learners Training Manual – Chapter 7 7

Read-Think-Share

In small groups, silently read your assigned section:

– “Research Highlight” (featuring Goodz) and “Special Education Programs and English Learners”

– “Children with Identified Disabilities” and “Research Highlight” (featuring Mundy)

– “Coordinating Language and Communication Goals”

Working document. Not to be distributed without CDE Permission.Preschool English Learners Training Manual – Chapter 7 8

Read-Think-Share (continued)

After reading, consider the following question and share with your table group:

– What did you learn about working with children with disabilities and other special needs?

Working document. Not to be distributed without CDE Permission.Preschool English Learners Training Manual – Chapter 7 9

Definition of Scaffolding

A process by which adults or more capable peers provide supportive structures or strategies to help children learn.

Working document. Not to be distributed without CDE Permission.Preschool English Learners Training Manual – Chapter 7 10

Definition of Scaffolding (cont.)

Unlike rigid scaffolds used in construction of a building, educational scaffolds are fluid, dynamic, and interactive.

They can be used to temporarily assist English learners with and without disabilities as they develop knowledge, understanding, strategies, and skills.

Working document. Not to be distributed without CDE Permission.Preschool English Learners Training Manual – Chapter 7

Scaffolds to Language Video

Please choose your computer type for the proper video format.

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Working document. Not to be distributed without CDE Permission.Preschool English Learners Training Manual – Chapter 7 14

Why Scaffold?

When children are given opportunities to build on their existing knowledge base, words in their new language are more easily mastered because they are linked to familiar concepts.

Working document. Not to be distributed without CDE Permission.Preschool English Learners Training Manual – Chapter 7 15

Connections to “Principles and Practices”

Turn to Principle 8 in Chapter Seven on page 69 of the Resource Guide.

Read and review the Principle and the practices that follow.

Share successful strategies you have used yourself.