Education and Events

Separating Difference From Disability With Multilingual Learners of English (MLEs)

This four-week course, designed for K–12 practitioners working with limited English language learners in general education, bilingual education, ESOL/ELL education, and special education, addresses specific issues in assessment, intervention, and identification strategies that are most effective in separating difference from disability.

Participants will learn what tools and strategies are available and appropriate to use. Responses to intervention models for English language learners will also be explored, focusing on the interpretation of data gathered during the general education intervention problem-solving process, prior to conducting an evaluation for special education.

TESOL is authorized by IACET to offer 4 CEUs for this online course.

9 October – 5 November 2023

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A growing number of students from diverse racial, cultural, and linguistic backgrounds have unique learning needs as they acquire school English and adapt to the culture of the American educational system. Among this diverse population of students are at-risk learners and learners with a variety of disabilities. The reauthorized Individuals with Disabilities Education Act (IDEA) requires school personnel to establish and document language difference versus language disorder and language learning difference versus learning disability.

 

This situation presents school districts and even the most experienced education professional with unique challenges and remains a serious test of service proportionality in American schools. The needs of these diverse learners are not being appropriately addressed when “difference” is used to disproportionately place diverse learners in speech pathology services and special education or when students from diverse backgrounds are denied special services when they have limited English proficiency.

This four-week course addresses specific issues in assessment, intervention, and identification strategies that are most effective in separating difference from disability. Participants will learn what tools and strategies are available and appropriate to use. RtI models for English language learners will also be explored, focusing on the interpretation of data gathered during the general education intervention problem-solving process, prior to conducting an evaluation for special education.

TESOL is authorized by IACET to offer 4 CEUs for this online course. No partial CEUs will be given to registrants who do not complete the course. For more information about CEUs, please go to www.tesol.org/CEUs

K–12 practitioners working with limited English students in general education, bilingual education, ESOL/ELL education, and special education.

Participants will learn:

  • how to distinguish learning and behavior problems due to difference from those due to disability
  • about research into distinctions between language difference and language disability in linguistically diverse students
  • how to use screening and intervention planning forms and procedures for diverse learners during the problem-solving, instructional intervention process
  • how to use assessment and intervention processes appropriate for culturally and linguistically diverse students
  • about key legal constraints on identifying and assessing culturally and linguistically diverse students for special education placement
  • a process for developing cross-cultural intervention plans and/or IEPs for an at-risk diverse learner

Questions? Contact us.

About the Instructor

Patricia Doran

Patricia Doran

Patricia Rice Doran is an Associate Professor of Special Education at Towson University outside Baltimore, Maryland. She holds a master's degree in English Literature and Language from the University of Michigan and a doctoral degree in Bilingual Special Education from The George Washington University. Her current research focuses on cultural and language diversity, inclusive education, and identification and special education services for students who are language learners and also may have disabilities. She lives outside Baltimore with her husband, children and two dogs.

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