teaching special education
TRANSCRIPT
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TEACHING SPECIAL EDUCATION
Teaching special education can be a very challenging experience both at home
and at school. However, effectively teaching students withlearning disabilities,and/or
other special needs can become an exciting daily exploration of each individual child'slearning style.While discovering learning strengths and weaknesses new teaching
methods and ways to organize the classroom will also be discovered.It would benefit
both students and teacher if this discovery became the primary objective of the first two
weeks of school and and remain an ongoing process throughout the school year.The
discoveries made during this exploration will assist the teacher in preparing more
effective lesson plans for the whole class, and for each individual student.
Concerns when Teaching Special Education
Teaching objectives in the special education classroom are different than in the
traditional classroom.Whether the student is learning in a general education classroom
or pulled out into a special education resource setting, concerns for the individual must
take precedence over concerns about the organization and management of the general
education classroom.Remember, all special education students have
anindividualizededucation plan. Success for the special needs student requires a focus
on individual achievement, individual progress, and individual learning. This requires
specific, directed, individualized, intensive remedial instruction of individual students
who are struggling.
Techniques for Teaching Special Education
When classroom challenges become overwhelming, causing the child to tire
easily and avoid all academic pursuits, the key is to organize the work into small
segments that he can master without becoming overwhelmed. The use of frequent
breaks built into class and homework time have proven helpful both in preventing
fatigue, and rewarding the child for trying.
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Having identified a specific learning style, teaching a student with an auditory
processing problem could include a systematic study of phonics. Techniques designed
to help all the senses work together efficiently can be helpful to the child with sensory
motor problems. And specific reading approaches that require a child to hear, see, say,
and do something (multisensory), might be utilized with both of these students. .
The challenges of teaching the child with learning disabilities can be mastered by
modifying the way in which information is presented. Fewer problems on the page and
larger fonts that are easier to see will work wonders for a child with visual processing
problems. Observe the child to see how long he can work without becoming fatigued,
and adjust his assigned to the amount of work that he can accomplish in that amount of
time. When teaching special education care should be taken to include rewards for
effort as well as achievement. Reinforce the child's effort with supportive, regular,
quality, feedback about how he is doing. The feedback will motivate him to keep trying,
and the desired achievement will follow as the child gains more skills.
When teaching special education classes, use diagrams, graphics and pictures
to augment what you are saying in words; this strategy benefits the visual and auditory
learners at the same time.If the child loses his place while reading, or uses his finger to
point to the words use a colorful piece of plastic under the line to help his eyes return to
the right place when he loses focus. A colorful piece of paper will do, but the more
durable plastic gives it the status of a reading aid that should be valued and kept in his
desk with other important learning tools like pencils, erasers, rulers, calculators, etc.
When trying new techniques, ask the child what he is experiencing, and ask for
his suggestions for changes that will make learning easier and more comfortable.
Sometimes color plays a role in reading, ask the child whether he likes his words on
white, cream, or light blue paper. Glare from the paper and the contrast with the color of
the ink may be impacting his ability to stay focused.
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Educational Technology in the Special Education Classroom
In the special education classroom, attention should be given to optimum
learning conditions, in the form of accommodations and modifications that will allow the
student with learning disabilities to demonstrate his existing skills while learning newones.In contrast to traditional paper-pencil tasks, interactive technology is providing
many alternative methods for students to demonstrate what they have learned.
Computers are powerful tools for students with special needs and should be utilized as
much as possible.With the use of technology students who have difficulty getting their
thoughts on paper because of poor handwriting skills, can write their thoughts with the
use of a keyboard. A child whose visual processing disorder makes reading difficult can
use his stronger auditory skills to listen to a recording of a book.When the visual book is
utilized together with the auditory recording, the child receives the benefit of matching
the sound with the words. This has the potential of improving his reading skills.
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SUPPORTING STUDENTS IN ENGLISH WITH SPECIAL EDUCATION NEEDS
The English K10 Syllabus recognises that students learn at different rates and in
different ways. By using the teaching and learning cycle (assessing, planning,
programming, implementing and evaluating), teachers can ensure that the individual
learning needs of all students are considered and a learning environment is created that
supports students to achieve the outcomes of the syllabus.
Teachers should undertake regular and ongoingassessmentto ensure students are
making sufficient progress and to identify any difficulties they may be experiencing in
their learning.
The following figure illustrates one method of planning and programming that
incorporates the principles of assessment:
Most students with special education needs will access learning experiences based on
the regular syllabus outcomes and content. However, they may require additional
support, including adjustments to teaching, learning and assessment activities.
http://syllabus.bos.nsw.edu.au/assessment-and-reporting/http://syllabus.bos.nsw.edu.au/assessment-and-reporting/http://syllabus.bos.nsw.edu.au/assessment-and-reporting/http://syllabus.bos.nsw.edu.au/assessment-and-reporting/ -
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All decisions regarding curriculum options for students with special education needs
should be made within thecollaborative curriculum planning process.
When programming for students with special education needs, appropriate teaching
procedures and strategies should be selected. Students who are experiencing
difficulties generally benefit from:
new material presented in small steps
additional explanation
pre-teaching of expected prior knowledge, strategies and skills necessary for learning
new related concepts
repeated modelling
guided practice
extensive independent practice
explicit teaching of learning strategies (cognitive and metacognitive strategies)
additional teaching and learning experiences at each phase of learning (acquisition,
fluency, maintenance, generalisation)
instructional scaffolding.
engaging personally with texts
developing and applying contextual knowledge understanding and applying knowledge of language forms and features
The integrated relationship of the objectives, learning outcomes and key processes of
the English K10 Syllabus allows students to use language meaningfully in a range of
contexts.
Further information is available about theorganisation of content in the English K10
Syllabus, including text requirements for each stage.
In particular, students with special education needs may requireadjustmentsand
assistance to develop specific literacy skills in order to gain meaning from texts, as well
as respond to and compose texts.
http://syllabus.bos.nsw.edu.au/collaborative-planning/http://syllabus.bos.nsw.edu.au/collaborative-planning/http://syllabus.bos.nsw.edu.au/collaborative-planning/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/adjustments/http://syllabus.bos.nsw.edu.au/adjustments/http://syllabus.bos.nsw.edu.au/adjustments/http://syllabus.bos.nsw.edu.au/adjustments/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/english/english-k10/content-k10/http://syllabus.bos.nsw.edu.au/collaborative-planning/ -
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Suggestions for supporting students with special education needs in English include:
supporting vocabulary development through specific strategies such as modelling in
different contexts, relating new words to existing vocabulary, using synonyms as well as
examples and non-examples of words
explicit teaching of active listening behaviours
visual and touch cues to facilitate the development of speech-sounds
creating a language rich environment
strategies to support expressive communication, such as contingent responding, wait
and signal, referencing and shaping
explicit teaching of phonemic awareness strategies, such as blending, segmenting and
stretching
explicit teaching of reading strategies, such as skimming and scanning
use of comprehension strategies at the literal, inferential and applied levels
learning strategies for comprehension, such as summarising, story maps, semantic and
graphic organisers
explicit teaching of spelling strategies, such as phonological, visual and morphemic
strategies
instructional scaffolding for text types, such as flow charts, sentence starters and mind
maps.
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Teaching Strategies for Students with Special Needs
All students with special needs are unique. Their needs may be recognized by teacher and parentobservations and/or assessment by a certified professional. Some students may have their needsformally identified as an exceptionality through anIdentification Placement and ReviewCommittee (IPRC). Regardless of the manner by which needs are determined, teachers andschool teams can implement strategies as soon as a students need is realized. It is important todocument and assess the effectiveness of strategies employed and revise them in order toachieve success.
The teaching strategies and resources on this website have been organized along three mainlines. Related definitions, characteristics and resources are included for each area:
Student NeedsFormal Exceptionalities Determined by IPRCDiagnosed Medical/Psychological Conditions
You can access all of our teaching strategies and resources pages using the coloured markers
below. To show the topics included in each section, click on the word SHOW at the end of each marker.
Hide the topics by clicking on HIDE. You can show or hide the topics in more than one section at
a time.
To show or hide the topics in all three sections at once, click onSHOW ALLorHIDE ALL.
Moving your mouse over the various topics lets you see the definitions for each topic
To go to the individual teaching strategies and resources pages, simply click on the topic you
want to go to
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Student Needs
ggression Management
nger/Frustraon
Management
nxiety Management
rculaon Skills
enon Skills
Blindness
Central Auditory Processing
Deafness
Emoonal Regulaon
English Language Skills
Execuve Funcon
Fine Motor Skills
Gross Motor Skills
earing
ntellectual Ability High
ntellectual Ability Low
istening Comprehension
Skills
ow Vision
emory Skills
etacognive Skills
obility Skills
on-Verbal Reasoning
rganizaonal Skills
ersonal Care
ersonal Safety
honological Processing
rocessing Speed
elf-Advocacy Skills
elf-Esteem
elf-Regulatory Skills
ensory Integraon Skills
equencing Skills
ocial Skills
ask Iniaon
ime Management Skills
ransion Skills
erbal Ability
isual-Motor Skills
isual-Spaal Processing
Exceptionalities Determined by IPRC
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Ausm Spectrum Disorder (ASD)
Behaviour Exceponality
Blind and Low Vision
Deaf and Hard of Hearing
Developmental Disability (DD)
Giedness
Language Impairment
Learning Disabilies (LD)
Mild Intellectual Disability (MID)
Mulple Exceponalies
Physical Disability
Speech Impairment
Diagnosed Medical/Psychological Conditions
cquired Brain Injury
lcohol-Related Neuro-
developmental Disorder
(ARND)
ngelman Syndrome
enon
Decit/Hyperacvity
Disorder (AD/HD)
sperger's Syndrome
usc Disorder
Bipolar Disorder
Blindness
Brain Injury
Central Auditory Processing
Disorders (CAP)
Cerebral Palsy (CP)
Childhood Disintegrave
Disorder (CDD)
onduct Disorder (CD)
ysc Fibrosis (CF)
eafness
epression
own Syndrome
pilepsy
etal Alcohol Syndrome/Fetal
Alcohol Eects (FAS/FAE)
ragile X Syndrome
earning Disability
ild Intellectual Disability
(MID)
uscular Dystrophy (MD)
eurological Disabilies
pposional Deant Disorder(ODD)
bsessive-Compulsive
Disorder (OCD)
ervasive Development
Disorder-Not Otherwise
Specied (PDD-NOS)
ost-Traumac Stress
Disorder (PTS)
rader-Willi Syndrome
eacve Aachment
Disorder (RAD)
eizure Disorder
elecve Musm
pina Bida
ouree Syndrome
illiam's Syndrome
linefelter's Syndrome
e's Disorder
urner Syndrome
sher Syndrome
ther condions not
listed here
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Limited English Proficient Students
Some school districts have at times confused the educational needs of limited
English proficient (LEP) students with the special education services required by
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students with disabilities. This confusion and the consequent inappropriate referral of
LEP students to special education raises the question of whether LEP students
identified as requiring special education are receiving a free and appropriate public
education as required by federal law[1]. Inappropriate referral to special education can
be stigmatizing and costly, inhibiting LEP students from achieving their full academic
potential and diverting special education resources from students with actual disabilities
and needs.[2]
Specialists assume that approximately the same proportion of students with
disabilities will be found in any population.[3]Based upon this assumption, statistically,
about 12% of the language minority population in the United States should require
special education.[4]But generally, language minorities are over-represented in
programs for the learning disabled.[5]For instance, in California, where students with
limited English proficiency make up 22.2% of the student population[6], LEP students
(also known as English language learners or ELL students) are significantly over-
represented in special education, particularly in specific learning disabilities and speech
impairment classes.[7]
There are a number of possible causes for the disproportionate representation of
LEP students in special needs categories. One possible cause is that some school
systems are continuing to assign students to special education programs on the basis of
criteria that essentially measure and evaluate the English skills of students.[8]Other
causes may include inadequacy of reading instruction, ineffective assessment and
placement procedures, or even racial or ethnic bias. Reform could be hindered by the
absence of state specific data on LEP students with disabilities.[9]Even states with
large populations of LEP students do not necessarily have data on the identification,
assessments, and placements of LEP students with disabilities.[10]
In some school districts, language minority students are over-represented in
special education, while in others language minority students are
underrepresented.[11]In the past, misdiagnosis of LEP students as requiring special
education has led to a number of lawsuits and court orders.[12]As a result, fear of
litigation by school districts can sometimes lead to the under-identification of LEP
http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn1http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn1http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn2http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn2http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn2http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn3http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn3http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn3http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn4http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn4http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn4http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn5http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn5http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn6http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn6http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn7http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn7http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn7http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn8http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn8http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn8http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn9http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn9http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn9http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn10http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn10http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn10http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn11http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn11http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn11http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn12http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn12http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn12http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn12http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn11http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn10http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn9http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn8http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn7http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn6http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn5http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn4http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn3http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn2http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn1 -
7/30/2019 Teaching Special Education
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students in special education. In such circumstances, LEP students with special
education needs, may not be receiving the services they require. It is possible that this
reasoning may explain why Hispanic students are under-identified for certain disability
categories in California, such as emotional disturbance.[13]
To achieve equality of access to special needs services and to ensure
thatallstudents are being educated adequately and effectively, both under-identification
and over-identification of LEP students regarding special education status must be
examined, thoroughly monitored, and eventually remedied. One study concludes that "[it
is] imperative to monitor the quality of educational programs offered to linguistic minority
students in general, bilingual, and special education as well as the long-term
consequences of placement decisions for these students."[14]
Such research and monitoring can have crucial implications for other issues
related to special education such as race, reading instruction, and bilingual education.
For instance, in 1997 California voters passed Proposition 227, which essentially
eliminated bilingual education in the state. A determination how the elimination of
bilingual programs in California affects the special education enrollment of LEP students
could help state officials and educators measure the success or failures of this
significant educational reform. At this time, it is unclear what impact Proposition 227 will
have on either LEP representation in special education or the overall academic
achievement of LEP students.[15]
The disproportionate representation of LEP students in special education is
inextricably connected to issues of race. Like LEP students, more minorities continue to
be served in special education than would be expected from their percentage of the
general school population.[16]Language difficulties may be only a part of a much larger
chain of causation. Clearly, changing racial and ethnic demographics necessitate an
examination of how LEP students and multicultural populations are being
http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn13http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn13http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn13http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn14http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn14http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn14http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn15http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn15http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn15http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn16http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn16http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn16http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn16http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn15http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn14http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn13 -
7/30/2019 Teaching Special Education
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educated.[17]Without reform and proper assessment of LEP students in regard to
special education placement, the increasing racial, ethnic, and linguistic diversity of
students could potentially overwhelm special education programs.[18]
http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn17http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn17http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn17http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn18http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn18http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn18http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn18http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed#fn17 -
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Teaching English inSpecial Education
TeachingSpecial
Education
TeachingTechniques
LimitedEnglish
ProficientStudents
Support
Students
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TeachingSpecial
Education
Teacher shouldbe concerned
when TeachingSpecial
Education
Use DifferentTechniques for
Teaching
EducationalTechnology
Use
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7/30/2019 Teaching Special Education
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SupportStudents
Students learn atdifferent rates and in
different ways.
The use the teaching andlearning cycle (assessing,planning, programming,
implementing andevaluating)
Teachers shouldundertake regular andongoing assessment
Students requireadditional support,
including adjustments toteaching, learning andassessment activities
All decisions regardingcurriculum options forstudents with special
education needs shouldbe made within
the collaborativecurriculum planning
process
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TeachingTechniques
StudentNeeds
DiagnosedMedical/
PsychologicalConditions
ExceptionalitiesDetermined by
IPRC
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7/30/2019 Teaching Special Education
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To achieve equality of access tospecial needs services and to
ensure that all students are beingeducated adequately andeffectively, both under-identification and over-
identification of LEP studentsregarding special education status
must be examined thoroughly.
Inappropriate referral to specialeducation can be stigmatizing
and costly, inhibiting LEP studentsfrom achieving their full academic
potential
Fear of litigation by schooldistricts can sometimes lead tothe under-identification of LEP
students in special education. Insuch circumstances, LEP students
with special education needs,may not be receiving the services
they require.
Causes may include inadequacyof reading instruction, ineffective
assessment and placementprocedures, or even racial or
ethnic bias.
Limited English
Proficient
Students
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BIBLIOGRAPHY
(UNKNOWN, 2013)http://schools.nyc.gov/Academics/ELL/default.htm
(UNKNOWN, 2013)http://schools.nyc.gov/Academics/SpecialEducation/default.htm
(UNKNOWN, 2013)http://www.yrdsb.edu.on.ca/page.cfm?id=LSE000001
(UNKNOWN,
2013)http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed
(UNKNOWN, 2013)http://www.teachspeced.ca/index.php?q=node/3
(UNKNOWN, 2013)http://www.ascd.org/publications/educational -
leadership/feb96/vol53/num05/The -Double-Demands-of-Teaching-English-Language-
Learners.aspx
(UNKNOWN, 2013)http://www.reacheverychild.com/feature/special_needs.html
(UNKNOWN, 2013)http://www.colorincolorado.org/educators/special_education/
(UNKNOWN,
2013)http://www.fordham.edu/images/academics/education/gse_programs/tesol_special
education.pdf
(UNKNOWN, 2013)http://syllabus.bos.nsw.edu.au/english/english -k10/supporting-special-education-students/
(UNKNOWN, 2013)http://pubs.cde.ca.gov/tcsii/ch2/tchngstudntspclneed.aspx
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