Full Description
This book provides research-proven methods for distinguishing between language learning difficulties and learning disabilities among English Language Learners. Helping educators meet NCLB requirements for Adequate Yearly Progress (AYP), this how-to resource discusses changes to the reauthorization of the IDEA 2004 and provides guidelines for applying: Assessment techniques to identify learning disabilities and measure proficiency in English as a Second Language Response to Intervention (RTI) in instruction Prereferral intervention with English Language Learners to reduce inappropriate referrals to special education
Contents
AcknowledgmentsAbout the Editors/AuthorsIntroduction and Overview of Chapters1. Distinguishing Between Language Acquisition and Learning Disabilities Among English Language Learners: Background Information - Michael Orosco, Estella Almanza de Schonewise, Carmen de Onis, Janette Klingner, John Hoover2. Misconceptions About the Second Language Acquisition Process - Janette Klingner, Estella Almanza de Schonewise, Carmen de Onis, Laura Mendez Barletta, John Hoover3. Response to Intervention Models and English Language Learners - Janette Klingner, Laura Mendez Barletta, John Hoover4. Helping Classroom Reading Teachers Distinguish Between Language Acquisition and Learning Disabilities - Janette Klingner, Diana Geisler5. Data-Driven Decision Making in a Multi-Tiered Model - John J. Hoover6. Considerations When Assessing ELLs for Special Education - John J. Hoover, Laura Mendez Barletta7. Conclusion: Putting the Pieces Together - Leonard Baca, Todd FletcherReferencesIndex
