TESOL Press
TESOL Press Companion Webpage
Supporting English Learners with Exceptional Needs
Contents
Chapter 1. What Do English Learners Bring to Our Schools? Cognitive, Linguistic, and Cultural Assets
Chapter 2. Challenges and Opportunities for English Learners in Our Schools
Chapter 3. A Policy Primer
Chapter 4. Ecological Approaches and Multitiered Systems of Support: Holistic Approaches to Serving English Learners
Chapter 5. Collaborative Problem Solving for English Learners: The Unique Role of the ESOL Teacher
Chapter 6. Universal Supports for English Learners at Risk
Chapter 7. Targeted Supports for English Learners
Chapter 8. Assessment and Identification for English/Culturally and Linguistically Diverse Learners: High-Incidence Disabilities
Chapter 9. Assessment and Identification for English Learners: Low-Incidence Disabilities
Chapter 10. Intensive Supports and Specialized Programming
Chapter 1. What Do English Learners Bring to Our Schools? Cognitive, Linguistic, and Cultural Assets
Chapter 2. Challenges and Opportunities for English Learners in Our Schools
Chapter 3. A Policy Primer
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Chapter 4: Ecological Approaches and Multitiered Systems of Support: Holistic Approaches to Serving English Learners
Chapter 5. Collaborative Problem Solving for English Learners: The Unique Role of the ESOL Teacher
- Integrating UDL for Josefina
- Recommended Data to Bring to Problem-Solving Meetings
- Decision-Making for Misha
Chapter 6. Universal Supports for English Learners at Risk
Chapter 7. Targeted Supports for English Learners
- Refresher: Elements of Collaborative Problem-Solving Processes
- Common Variables that may Impact Performance
- Questions About Strengths and Needs
- Semantic Feature Analysis as Vocabulary Intervention
- Lars’s Story: Determining Whether a Text Is Culturally Appropriate
- Determining language and cultural appropriateness
- Engaging Families in Intervention Planning
- Collaboration on the Go
Chapter 8. Assessment and Identification for English/Culturally and Linguistically Diverse Learners: High-Incidence Disabilities
- Selecting Appropriate Assessments: Questions for Teams to Consider
- Administration and Interpretation Guiding Questions
- Resources for Conducting Interviews
- Federal Disability Codes Under the Individuals with Disabilities Education Act (IDEA)
- Sampling of Formal Assessment Tools Available in Spanish
Chapter 9. Assessment and Identification for English Learners: Low-Incidence Disabilities
- Supporting Luis
- Assessment Preplanning for Luis
- Steps for assistive technology assessment and implementation
- Forms of Augmentative and Alternative Communication
- Lou's Transition Plan