Greater Boston Region. Communication, Neurological, Specific Learning. Other Populations Served. Autism, Emotional, Health, Intellectual. Type of Program. Public Day. Ages Served. Grades Served. Kindergarten, 1, 2, 3, 4, 5, 6, Pre-K. Marcia Berkowitz. Missing a face-to-face session will reduce your grade by one letter grade. If you know you cannot attend one of the face-to-face sessions for this course, please consider taking this course the next time it is offered.
If a Saturday class is cancelled, the class will meet on the following day, Sunday. If a Sunday class is cancelled, the class will not be rescheduled. Students may receive information from their instructor regarding alternate assignments. Any delays or cancellations are posted online at collaborative.
You may also call Search form Search. You are here Home. Attention: Licensure Students In order to register online, you must be up to date with your quarterly payments. Learning Disabilities and Instructional Techniques.
Locations United States. See map: Google Maps. United States. Graduate Credits:. Semester and Date:. Course Date:. Jan 12 to Apr 12 Offered by:. Required for License s :. Thomason, K. EBP Briefs, 2 2 , 1- United Federation Teachers n. Zhang, C. Focus on Autism and Other Developmental Disabilities. With generous support provided by the National Education Association. By Dr. Diane Rodriguez. Bilingual Learners with Disabilities Who are bilingual learners with disabilities?
Can bilingual learners with disabilities succeed in bilingual programs? The ICT-DL model brings together two programs: Integrated co-teaching services means a general education teacher and a special education teacher jointly providing instruction to a class that includes both students with and students without disabilities to meet the diverse learning needs of all students in a class.
The regulatory maximum number of students with disabilities receiving integrated co-teaching services in a class is 12 students. These programs aim for bilingualism the ability to speak fluently in two languages , biliteracy the ability to read and write in two languages , academic achievement equal to that of students in English-only programs, and cross-cultural competence Rodriguez, Carrasquillo, Lee, There are positive instructional attributes of an ICT-DL class, which include: The use of two languages by the students and the teachers The role of the teacher in affirming the diversity of the student population represented in the classroom The development of critical thinking skills in the two languages Manifestation of a positive classroom environment The inclusion and participation of all students In order to create an inclusive program, Hatheway, Shea and Winslow promote the ICT-DL model for bilingual learners with disabilities to meet the needs effectively in one classroom.
How do we select the best language of instruction for bilingual learners with disabilities? What native language instructional resources are available? What English language instructional resources are available? Teachers also need to understand the theories and concepts for planning a dual language through a systematic: classroom organization dual language planning instruction identification of evidence-based practices identification of hands-on activities in both languages intersected with the curriculum identification of educational assessment to collect data progress building trust throughout the school community.
Concluding Thoughts As educators of bilingual learners, we want to ensure that their learning environments enable them to engage in effective instructional experience, which contribute to their bilingualism and biliteracy development for success as bilingual learners as they seek self-determination and self esteem. References Artiles, A.
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