ELLs and bilingual/dual language students have historically been overrepresented and underrepresented in special education programs
ELLs and bilingual/dual language students have historically been overrepresented and underrepresented in special education programs. It is difficult for teachers to distinguish between normal language acquisition issues and a potential disability. Teachers are thus faced with the complexity of recognizing those that need special education, ELL, or bilingual/dual language programs.
Work with your mentor teacher to observe and discuss the challenges of recognizing the difference between language acquisition issues and special education issues among ELLs and bilingual/dual language students with exceptionalities.
Create a chart or graphic organizer that could be distributed to teachers to help them better understand the challenges of recognizing the difference between the language acquisition issues and special education issues among ELLs or bilingual/dual language students with exceptionalities. Your chart should contain:
At least five disabilities from the 13 categories of special education as defined by IDEA (at least one of these five must be a learning disability);
At least three language acquisition issues that could be misconstrued as a disability;
Distinguishing characteristics of each disability and language acquisition issues included to assist in the identification of a potential disability.
Support your findings with at least five scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide.
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