Bilingual+Special+Education

This is a resource I found that is aimed at a demographic of students that I hadn’t thought about before, those who have a disability and who are also bilingual. This is system that works with ILP’s taking in to consideration different variables to cater for both needs. The main needs to consider are: - - degree of disability - - level of language proficiency in both English and the primary language - - intellectual capacity To ensure the programs is properly adjusted to the student, just like any ILP these factors need to be taken in to consideration - - Student's age. - - Type and degree of impairment or disability. - - Age at which disability occurred. - - Level of language involvement because of the disability. - - Level of academic achievement. - - Entry level language skills (upon entering school). - - Measured intellectual ability. - - Method and language used in measuring academic achievement and intellectual ability. - - Level of adaptive behaviour. - - Time spent in United States. - - Current cultural home setting. - - Social maturity. - - Level of language proficiency in English and other language. - - Amount and type of language input received in the home environment. - - Speech and language capabilities in both languages. - - Presence of multiple handicaps. - - Ambulation or mobility. - - Success in past and present placements. - - Wishes of students and parents. Implementing this system initially will adjust routines in the classroom slightly. It “requires the creation of an **instructional social system** that involves active teaching of cognitive skills and includes the development of language skills while focusing on the acquisition of English. All instruction is prescribed in a manner that accommodates and remediates the student's exceptionality.” Whilst giving instruction the child’s primary language must be used to gain the greatest effect.
 * Bilingual special education**

__Basic elements__
 * 1) The **child's current educational status**, including all service programs the child is receiving.
 * 2) **Goals**, including adaptation to acculturation and growth in both the first and second language. The goals must be realistic in regard to the time necessary; years could be involved.
 * 3) The sequence of **short-term instructional objectives** leading up to each goal.
 * 4) A list of **instructional and service requirements** including a balance between the first and second language, as well as delineation of who will assist with acculturation needs.
 * 5) An indication of how much and what **aspects of the program will be in the mainstream**.
 * 6) The **program's duration**.
 * 7) IEP's realistic criteria and a **schedule for evaluation** of the IEP's effectiveness.
 * 8) A statement of the **role of the parents**.
 * 9) Specification of **changes to be made in the physical, social, and instructional realms**, including the first and second languages and cross-cultural adaptation.

The four major partners in bilingual special education curriculum development are the **parents**, the **mainstream teacher**, the **bilingual teacher**, and the **special education teacher**. The following steps should be undertaken by this team: The following guidelines represent some of the many **considerations teachers should bear in mind** when evaluating, selecting, adapting, or developing materials: The following list is not designed to be all inclusive; variations may be required in order to meet individual needs.
 * What Are the Steps in Developing a Comprehensive Curriculum? **
 * 1) **Meet as a team** to begin the planning process. Outline planning steps.
 * 2) Become familiar with **the culture and language background** of the child.
 * 3) Become familiar with **the special learning style** and education needs of the child.
 * 4) Prepare an **individual instructional plan** with short- and long-term goals (in some cases this may be an IEP).
 * 5) **Develop individualized lessons** and materials appropriate to the child's exceptionality.
 * 6) **Modify individualized lessons** and materials using a cultural screen and sensitivity.
 * 7) **Refer to resource people** for assistance and cooperation in instruction; coordinate services.
 * 8) **Evaluate the child's ongoing progress** and develop a new individual plan (IEP), materials, and so forth, as needed.
 * 9) **Start the cycle over.**
 * What Should Be Considered in Selecting Materials for Bilingual Exceptional Children? **
 * 1) **Know the specific language abilities** of each student.
 * 2) **Include appropriate cultural experiences in material** adapted or developed.
 * 3) **Ensure that material progresses** at a rate commensurate with student needs and abilities.
 * 4) **Document the success** of selected materials.
 * 5) **Adapt only specific materials** requiring modifications, and do not attempt to change too much at one time.
 * 6) **Try out different materials** and adaptations until an appropriate education for each student is achieved.
 * 7) **Strategically implement materials** adaptations to ensure smooth transitions into the new materials.
 * 8) **Follow some consistent format** or guide when evaluating materials.
 * 9) **Be knowledgeable about particular cultures** and heritages and their compatibility with selected materials.
 * 10) **Follow a well-developed process** for evaluating the success of adapted or developed materials as the individual language and cultural needs of students are addressed.
 * How Can Materials Be Adapted? **
 * **Adjust** the method of presentation or content.
 * **Develop** supplemental material.
 * **Tape-record** directions for the material.
 * **Provide** alternatives for responding to questions.
 * **Rewrite** brief sections to lower the reading level.
 * **Outline** the material for the student before reading a selection.
 * **Reduce** the number of pages or items on a page to be completed by the student.
 * **Break** tasks into smaller subtasks.
 * **Provide** additional practice to ensure mastery.
 * **Substitute** a similar, less complex task for a particular assignment.
 * **Develop** simple study guides to complement required materials.


 * http://www.teachervision.fen.com/bilingual-education/special-education/6048.html?detoured=1 (11/07/11)**