6.+Bilingual+Special+Education

Jessica & Keily =__Research__= ===Banks, J. (2006) Cultural Diversity and Education: Foundation, Curriculum and Teaching: Foundation, Curriculum and Teaching (5th ed) Boston MA: Pearson. ===

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===This article was used in the article Metting the Needs of English Language Learners with Disabilities in Urban Settings. Here banks shows the six stages of multiculturalism. Stage one says that cultural psychology captivity: in which students take in negative beliefs on stereotypes of their own culture. Stage two cultural encapsulation: when students believe that their culture is superior. Stage three cultural identity clarification: refers to when students can clarify attitudes and identity perceptions to reduce conflicts with themselves. Stage four biculturalism: when students have a sense of cultural identity and are able to participate in both worlds, their own culture and their second acquired culture. Stage five multiculturalism and reflective nationalism: when students reflected positively to both cultures; stage six globalism and global competency: when students have an understanding to reflect on global identities and issues to functions within various cultural group. This is similar to the video: Lost Boys of Sudan who migrated to the United States from their native country Sudan where everything was new to them. They gradually obtained culture shock of how people in the United States were when they looked at people. One man said that the people here just look at you and do not say anything to anyone that they don't know. As they extend their stay in the United States gradually stage five and six will occur to them. ===

-Keily
= = =Rodriguez, D. (1997). Bilingual Special Education Teacher Preparation: A Conceptual Framework NYSABE Journal 12. =

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The purpose of this article was to discuss a conceptual framework for bilingual education teacher preparation. This article provided a layout on what information bilingual special education teachers need to be knowledgeable about in order to be successful when in the classroom setting. The framework described in this article is based on information provided by educators who have been successful in this particular field. It discusses how educators need to meet the needs of culturally and linguistically diverse students with disabilities by treating them equally and providing them with a multicultural education. ======

-Jessica
=__Issues__=

Brown, J. E. (2008). A Cultural, Linguistic, and Ecological Framework for Responses to Intervention with English Language Learners. Portland, OR: NCCREST
**[]** The purpose of this article is to discuss in great detail of what is RTI and its benefits and its problematic areas. RTI is Response to Intervention and it is signaled out by many as the long awaited alternative to using discrepancy formula for special education eligibility decisions. RTI has three different assessment models called Tiers, these Tiers are numbered from one to three. Tier one is given to the general education students, which provided instruction and is delivered with a concentration to the curriculum where all students are equal to learn. Tier two is a little more intensive than the first tier and is delivered as a small group setting and it focuses on students who need more intensive instruction compared to tier one and instruction must be both linguistically and culturally congruent. If a student passes tier two they will be recycled back to tier one, the instructor will have extra care with this student who can be a candidate for special education services. Finally in tier three is here that students will need different and intensive instruction in an alternative settings; it can also be delivered in small group or individually. Therefore approximately 5% of the students will undergo tier three instruction and some of these students may require special education services.

-Keily
= RTI Description = http://www.backbonecommunications.com/wp-content/uploads/rti-academic-intervention-pyramid-tier-1-2-3-image-1024x784.png ===  ===

Goldstein, Barbara S.C (1995). Critical Pedagogy in Bilingual Special Education Classroom. //Journal of Learning Disabilities. (v28). p. 463-475.//
===[|http://ldx.sagepub.com/content/28/8/463.abstrac]  This article describes the application of critical pedagogical principals in the first and second grade bilingual special education class for Latino children with limited proficiency. In the constructivist and holistic education the characteristics that mark highly effective in general education will also be effective in bilingual programs and children with learning disabilities, for example the emphasis on creativity and divergent thinking rather than correctness. However, it is believed that the socioeconomic status as well as students race and power has to do a lot with the failures of the students in bilingual and special education programs. ===

===Rodriguez, D. (2009). Meeting the Needs of English Language Learners With Disabilities in Urban Settings. Urban Education. SAGE [| http://uex.sagepub.com/content/44/452] === === The purpose of this article shows that English language learners with disabilities are capable of learning and are entitled to high quality educational experiences. In order to be effective, bilingual education programs must implement the best practices. One of the problems in bilingual education is the erroneous assumption that if a child is bilingual, that child must be placed in special education or received special education services. Often ELL students from low socioeconomic status will be placed in special education programs. Subsequently some teachers lack the knowledge of second language learning, which leads to inclination on the part of the educators to associate bilingualism with disability. The solution to this problem is that teachers need to master teaching basics interpersonal communication skills and cognitive academic language proficiency as it relates to the students' culture . ===

//-Keily //
=__Resources__= === Maldonado, A. J. (1994). Bilingual Special Education: Specific Learning Disabilities in Language and Reading. //The Journal of Educational Issues of Language Minority Students.// //(v14), p.127-148.// === [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 18px;">The purpose of this study was to examine the use of the native language when providing appropriate instruction to bilingual students who have specific learning disabilities in language and reading. It found that it is critical for English language learners to first master reading skills in their first language to apply their knowledge to the second language <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">.

Spencer, J.S., Dorney, A.J., Mazo, M. (1997). The Roles of Bilingual Special Educators in Creating Inclusive Classrooms, 14(5).
===<span style="background-color: initial; font-family: 'Times New Roman',serif; font-size: 12pt;"> [] === <span style="font-family: 'Times New Roman',Times,serif; font-size: 18px;">The purpose of this study is to inform bilingual special education teachers that they are suppose to be their student’s advocates in the school environment. When working with other educators such as a general education teacher or a regular special education teacher they may not be informed of different factors that can affect a child’s academic performance due to cultural and language differences. Therefore, this study provides all educators an overview of how they can make all students no matter their background feel accepted.

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 18px;">-Jessica //
=You tube Video!= = US Schools Try New Bilingual Education Method = =<span style="font-family: 'Times New Roman',Times,serif; font-size: 18px;">This You tube video is about a the Londontown Elementary School located in Centeredville, Virgina where they have a different philosophical standpoint on schooling than anywhere else in the country; some classes include Spanish speaking classes only, and some native English speakers start learning Spanish at a young age. =

media type="youtube" key="S6PwrSSZ3co" height="315" width="420" align="center" = = =Group Participation= ===<span style="font-family: 'Times New Roman',Times,serif; font-size: 18px;">At first Keily and Jessica did not know what to do when they first heard of the assignment, they then quickly figured it out. We gathered to talk about our topic as many times as we could. I would have to say that Keily and Jessica equally worked the same amount of time on this project. Jessica was able to quickly find three journal articles and so did Keily. As for the powerpoint presentation Keily and Jessica worked independently at first and when each one of them was done with their part of the presentation Jessica emailed Keily for her part of the powerpoint presentation, while Keily did the rest of the work. When it was time to post onto the wiki Jessica emailed Keily for her part of the group work, while Keily gathered everything together onto the wiki. In the end Keily and Jessica were able to be grateful to one another's work ability into this group project, which includes the powerpoint presentation and the information provided onto the wiki. ===