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Supporting Multilingual Learners of English with Exceptional Needs

This self-study course is divided into six content modules (in addition to an introductory module) and covers topics including the nature of disability; acculturation and resiliency; strategies and practices for supporting MLs with disabilities; and differentiating between language or cultural difference and disability. Activities are tied to practice to allow for immediate and concrete implementation of course learning outcomes. 

Topics covered in each module:

  • Introductory Module: Overview of course and module structure
  • Module 1: Disability, acculturation and enculturation, and resiliency
  • Module 2: UDL and asset-based mindsets about diverse learners
  • Module 3: Categories of disability and the impact of various disabilities,
  • Module 4: Strategies and practices for collaboration in both ESOL and EFL settings,
  • Module 5: Assessment and differentiation between disability, language and cultural difference
  • Module 6: Programming, interventions, and services for MLs who have disabilities.

Each module follows a five-part lesson structure designed to allow you opportunities to master new content, apply your new knowledge, and reflect on what you've learned. These components are: prepare, learn, practice, implement, and reflect.

K–12 practitioners working with limited English students in general education, bilingual education, ESOL/ELL education, and special education.

Participants will:be able to;

    • Define and describe acculturation, enculturation and resiliency and describe their relevance for multilingual learners
    • Define Universal Design for Learning (UDL) and describe the ways that UDL and asset-based frameworks can benefit multilingual learners with disabilities
    • Describe categories of disability and the impact of various disabilities
    • Identify effective strategies and practices for collaboration to support multilingual learners with disabilities
    • Describe recommended practices for assessment in order to differentiate between difference and disability 
    • Describe recommended practices for selecting programming, interventions and services for multilingual learners with disabilities

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