Overview

Multilingual learners in Grades K–12 are often overidentified or underidentified for special education. The third edition of this groundbreaking text offers a better way to meet the needs of multilingual learners: by creating a culturally and linguistically responsive multi-tiered system of support (MTSS) and implementing a continuum of services that meets the needs of the whole child. Shifting away from traditional ways that schools address the needs of students who experience challenges, the new edition of this text takes a strengths-based approach to supporting multilingual students and focuses on the complex issues that affect a multilingual learner's development. Chapters have been fully updated to reflect the latest best practices and reorganized to better align with MTSS. Educators and other school-based professionals will be fully prepared to: Form collaborative MTSS teams that blend the diverse expertise of staff members Evaluate and enhance the learning environment for multilingual learners Gather extensive data about six critical factors in students’ home and school life, from previous schooling experiences to cross-cultural factors Authentically assess the strengths of multilingual learners Create a continuum of services that addresses the individual needs of each student Plan effective instruction and intervention using a multilingual lens Monitor the effectiveness of support strategies and programming for multilingual learners PRACTICAL FEATURES: MTSS team activities to support professional learning Templates, a rating scale, and other reproducible tools Real-world examples from the field Discussion questions to help teams apply the concepts to their own student population 

Full Product Details

Author:   Else Hamayan ,  Barbara Marler ,  Cristina Sánchez-López ,  Jack Damico
Publisher:   Brookes Publishing Co
Imprint:   Brookes Publishing Co
Edition:   3rd Revised edition
Dimensions:   Width: 24.10cm , Height: 2.00cm , Length: 28.40cm
Weight:   0.363kg
ISBN:  

9781681256283

ISBN 10:   1681256282
Pages:   306
Publication Date:   31 August 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In stock  
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Table of Contents

Foreword Preface About the Online Resources Chapter 1: A FRAMEWORK FOR CONSIDERING THE SPECIAL NEEDS OF MULTILINGUAL LEARNERS Key Concepts Reasons for the Misidentification of Special Needs Developing a Multi-Tiered System of Supports The Need to Provide Relevant Services in a Timely Manner Some Myths Regarding Multilingual Learners and Special Education The Continuum of Services Framework Questions for Reflection and Action Chapter 2: A COLLABORATIVE MODEL OF INFORMATION GATHERING AND SERVICE PROVISION Key Concepts Getting a Head Start Challenges to This Continuum of Services Responsibilities of MTSS Teams Makeup of MTSS Teams Building Professional Bridges across Specializations Characteristics of an Effective MTSS Team How to Form Effective MTSS Teams What MTSS Teams Can Accomplish An Innovative Approach Questions for Reflection and Action Chapter 3: THE LEARNING ENVIRONMENT CREATED FOR MULTILINGUAL LEARNERS Key Concepts Key Factors in the Learning Environment Evaluating the Adequacy of the Learning Environment Enhancing the Learning Environment Considering the Six Integral Factors Questions for Reflection and Action Chapter 4: PERSONAL AND FAMILY FACTORS Key Concepts Key Factors in the Student’s Personal and Family Background Information Gathering Systemic Support Strategies Specific Support Strategies Questions for Reflection and Action Chapter 5: PHYSICAL AND PSYCHOLOGICAL FACTORS Key Concepts Key Physical and Psychological Factors Information Gathering Systemic Support Strategies Specific Support Strategies Questions for Reflection and Action Chapter 6: PREVIOUS SCHOOLING FACTORS Key Concepts Key Factors in Previous Schooling Information Gathering and Evaluating the Adequacy of Previous Schooling Systemic Support Strategies Specific Support Strategies Questions for Reflection and Action Chapter 7: ORAL LANGUAGE AND LITERACY DEVELOPMENT Key Concepts Key Factors in Oral Language Development Key Factors in Literacy Development Understanding the Relationship between Students’ Home Language and English Language Use Patterns Information Gathering What to Assess in Oral Language and Literacy How to Assess Oral Language and Literacy Comparisons with Peers Systemic Learning Support Strategies Specific Learning Support Strategies Questions for Reflection and Action Chapter 8: ACADEMIC PERFORMANCE Key Concepts Key Factors in Academic Performance Gathering Information about Academic Performance Systemic and Specific Learning Support Strategies Questions for Discussion Questions for Study Groups Chapter 9: CROSS-CULTURAL FACTORS Key Concepts Key Characteristics of Culture Information Gathering and Evaluating Cultural Difference Factors Systemic Support Strategies Specific Support Strategies Questions for Reflection and Action Chapter 10: DESCRIBING BEFORE IDENTIFYING: WHEN SPECIFIC CHALLENGES PERSIST FOR SOME MULTILINGUAL LEARNERS Key Concepts The Importance of Describing before Identifying The Process of Data Collection and Explanation Questions for Reflection and Action Chapter 11: DELIVERING A CONTINUUM OF SERVICES Key Concepts Providing Support in a Timely Manner A Solution-Seeking Approach Based on Meaning A Forum for Crafting and Evaluating Interventions Key Principles for Crafting and Evaluating Interventions Validating Difficulties and Intervening across Contexts Home Language and Culture as Resources A Sample Process Questions for Reflection and Action Chapter 12: PUTTING IT ALL TOGETHER Key Concepts Identification of Multilingual Learners Who Experience Significant Challenges in School Anticipating and Addressing Predictable Challenges Creating a Supportive and Enriched Learning Environment Questions for Reflection and Action Glossary References Index

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Author Information

Else Hamayan is a psychologist, language education consultant, and former director of the Illinois Resource Center in Arlington Heights. She advises teachers and administrators nationally and internationally on issues of second language learning, special education, culture learning, biliteracy, and dual language instruction. She is co-editor of English Language Learners at School: A Guide for Administrators (with Rebecca Field). She is also co-author of Special Education Considerations for English Language Learners: Delivering a Continuum of Services (with Marler, S�nchez-L�pez, and Damico), Dual Language Instruction from A to Z (with Nancy Cloud and Fred Genesee), and CLIL in Context: Practical Guidance for Educators (with Fred Genesee). Barbara Marler has more than 30 years of experience in bilingual/ESL education. She has taught students in both ESL and bilingual programs in grades K-8, served as a Title VII preschool director, and directed the bilingual/ESL and foreign language programs in a large suburban school district in Illinois. She is certified in both ESL and special education and has a master� (TM)s degree in administration and supervision from National Louis University. Since coming to the Illinois Resource Center (IRC) in Arlington Heights, she has served as the primary consultant for the Illinois State Board of Education in the area of Newcomers� (TM) Centers, coordinated Project READ WELL (a Title III professional development program for mainstream teachers working with English language learners in northeastern Illinois), and mentored a cadre of adjunct instructors teaching the graduate course, Assessment of Language Minority Students. Marler also coauthored Special Education Considerations for English Language Learners: Delivering a Continuum of Services, was retained as an expert in ELL matters by the U.S. Dept. of Justice, and served as the lead developer of the Perfect Match staff development series (a joint IRC and World-Class Instructional Design and Assessment [WIDA] endeavor) focused on research/evidence-based ELL program design. Her focus and interests are program design/management, systemwide reform/restructuring, assessment/evaluation, Title III programming, partnering with community agencies, response to intervention (RtI) and special education for language minority students, effective instructional strategies, and school efforts to reduce cultural conflict. Cristina S�nchez-L�pez is an education specialist at the Illinois Resource Center (IRC) in Arlington Heights. She collaborates with educators in the United States and Canada on English language learners (ELLs) and special education, middle school mathematics, literacy across the content areas, multilingual education, engaging parents, and supporting preK educators who serve ELLs. Prior to coming to the IRC, she taught at the elementary, middle school, and university levels in the United States and Mexico. S�nchez-L�pez teaches graduate courses in the areas of ELL reading and the foundations of language minority education. She has been working extensively with her colleague, Theresa Young (SLP), in collaborating with school problem-solving teams as they support ELLs. S�nchez-L�pez is coauthor of Special Education Considerations for English Language Learners: Delivering a Continuum of Services. She coauthored (along with Barbara Marler) the Illinois Special Education Eligibility and Entitlement within an RtI Framework: A Guidance Document. She also authored the WIDA Guide to Developing Culturally and Linguistically Reponsive Response to Instruction and Intervention (RtI2) for English Language Learners, as well as various articles and chapters on addressing the needs of ELLs. She and her husband have raised their daughter bilingually.

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