OSEP Fast Facts: Students with Disabilities Who are English Language Learners
OSEP Fast Facts: Students with Disabilities Who are English Language Learners
National statistics associated with students with disabilities who are English language learners served under IDEA Part B are presented here along with the percentage change from 2012 by state.
Honoring Family Culture in Early Intervention
“This two-part video series describes and illustrates how Amigo Baby, an early intervention program in Ventura, California, provides virtual home visiting services that are culturally and linguistically sensitive and responsive to Latinx families, including both Spanish-speaking and migrant indigenous families who speak Mixteco. The videos include insightful interviews with the program director, an early interventionist, an occupational therapist, and parents along with illustrative recordings of virtual home visits.”
“Part 1: Isai and Eliel’s Story, 13:31 describes strategies for being responsive to families’ language and culture; the use of culturally appropriate communicators; working with all family members; using a team approach; being flexible and following the family’s lead; and the use of a coaching approach.” Download Video
Teaching Dual Language Learners: What Early Childhood Educators Need to Know
As the number of dual language learners (DLLs) in early childhood settings continues to rise, educators need to know how to teach, engage, and assess children from different cultural and linguistic backgrounds. They’ll have the effective strategies they need with this timely book, a reader‐friendly guide that expertly connects research to practice for teachers of young DLLs.
Early childhood educators will start with a detailed review of the demographics of today’s DLLs and the latest research findings on supporting the learning and development of bilingual and multilingual children. Then they’ll find practical guidance on the best instructional and assessment practices to integrate into their classrooms. Throughout the book, five in‐depth case studies of diverse children highlight the importance of considering each child’s background, skills, and home experiences when designing effective learning environments.
Free Excerpt-Chapter One (PDF)
English Learners with Disabilities
In August 2016, the California Legislature passed Assembly Bill 2785 (Chapter 579, Statutes of 2016) calling upon the California Department of Education (CDE) to develop a manual that provides guidance to teachers and specialists in grades transitional kindergarten (TK)/K–12 to help them appropriately identify and support English Learners (ELs) with disabilities.
In response, the CDE developed the California Practitioners’ Guide for Educating English Learners with Disabilities (PDF; 3MB) to provide information on identifying, assessing, supporting, and reclassifying ELs who may qualify for special education services and pupils with disabilities who may be classified as ELs. The manual or guide will also assist leaders in developing and implementing policies and practices related to ELs with disabilities.
A Self Reflection Tool for Early Childhood Educators
Dual Language Learner Supports created a self-reflection tool for Early Learning teachers geared towards infants, toddlers, and children ages 3-5. It promotes full implementation of research-based strategies that ensure DLLs have full access to and effective participation in the daily learning experiences. The tool can be used to review instructional practices, identify children’s strengths, and plan for the next steps.
Supporting LGBTQ+ Students
The California Department of Education’s Educator Excellence and Equity Division (EEED) is pleased to announce that new web pages supporting lesbian, gay, bisexual, transgender, questioning, and queer (LGBTQ+) youth, their families, and California’s educators who work with LGBTQ+ youth and their families are now posted on the CDE website.
The web pages fulfill the requirements of Assembly Bill 493, enacted as Education Code (EC) Section 218. EEED staff collaborated with LGBTQ+ stakeholders from across the state to develop these resources, which are intended for use in training school site staff to support LGBTQ+ students and improve the overall school climate.
Creating Welcoming Early Childhood Programs for LGBTQ Headed Families
Explore this collection of resources to learn ways to enhance relationships with parents who identify as lesbian, gay, bisexual, or transgender (LGBT). Directors, teachers, providers, and parents will find information and strategies to create an early childhood setting that is welcoming and inclusive, build staff professionalism, and engage all families in your program. Resources include a Checklist for Programs to help programs identify what they are doing well and areas for growth.
Supporting Children with Disabilities Who Are Also Dual Language Learners
- Presented by: Head Start, National Center for Quality Teaching and Learning
- Length: 1 hour
In this hour long webinar, discover myths and facts about and ways to support children with disabilities who are also dual language learners (DLLs). Listen as presenters share high-quality screening practices to determine if a child who is a DLL needs further evaluation. Explore teaching practices for promoting engagement once a child has been identified as having a disability.
45 Strategies that Support Dual Language Learners, Excerpt, Create a Classroom Community and Frame Diversity as Strength (PDF)
Brookes Publishing | 2018
Creating a classroom community involves putting in place supports for DLLs as well as for all children in the classroom. Involving all children in creating a supportive classroom community is essential to ensuring that all children have the feelings educators would like them to have—feelings that will help children be ready to learn, such as security, support, happiness, excitement, curiosity, and interest. Creating a classroom community goes beyond giving DLLs the support they need to feel like part of the classroom. It also involves helping children develop the skills they need to have access to the same social and educational experiences as other children. Finally, creating a classroom community includes ensuring that all children learn to value their own culture as well as the culture and values of peers from backgrounds that are similar and different, showing genuine curiosity and interest in one another and viewing other beliefs and values with interest and compassion.
Cultural Diversity Tool Kit
Brookes Publishing | October 2020
“This collection of resources was created to help you teach young dual language learners effectively and provide skillful and culturally-competent support for children and their families.” Here, you’ll find articles, online resources, and book and tool recommendations. The Tool Kit includes 6 sets of resources to help you teach and support culturally and linguistically diverse young children.
Check out “Promoting Acceptance and Friendship”. “Friendships and other social relationships are vital to the well-being of every young child. Early childhood professionals play a key role in supporting authentic friendships among children of diverse cultural backgrounds and helping the diverse children you work with learn to accept and celebrate their differences.”
The recommended resources on this page will help you create a welcoming, inclusive learning environment where all children enjoy strong social connections and feel like they belong.