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Essential Components of Special Education for English Language Learners with Learning Disabilities: Position Statement of the Division for Learning Disabilities of the Council for Exceptional Children
Author(s) -
Klingner Janette K.,
Boelé Amy,
LinanThompson Sylvia,
Rodriguez Diane
Publication year - 2014
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12040
Subject(s) - scholarship , library science , learning disability , sociology , mathematics education , psychology , political science , computer science , law , psychiatry
A seamless, supportive education for English language learners (ELLs) with learning disabilities (LD) includes many essential components. When ELLs are identified as having LD, their need for instruction in English language development does not end (Gersten & Baker, 2000; Rodriguez, Carrasquillo, & Lee, 2014; Zehler et al., 2003), nor do the benefits of instruction in their home language cease. In other words, ELLs with LD need the services designed to support both students with LD and ELLs. These learners benefit from: (1) culturally and linguistically responsive teachers; (2) culturally and linguistically responsive and relevant instruction; (3) a supportive learning environment; (4) assistance with English language acquisition (such as oral language, vocabulary, and academic language development) and support with the home language; (5) help in the general education classroom with accessing the general education curriculum; and (6) intensive research-based interventions designed to help improve academic and, possibly, behavioral skills in targeted areas.