A Guide for Classroom Teachers - Education

More documents

Recommendations

Info

22 22 ESL Students with Special Needs ESL students have the same spectrum of abilities as any other cross section of the population. The fact that they may require extra assistance to learn the language of instruction does not exclude the possibility that they may need assistance in other areas as well. Some may have visual impairment, hearing deficiency, lack of psychomotor skills, or particular talents and gifts that demand consideration. These students have special needs, as defined by the Ministry of Education and will require IEPs of the sort described in Individual Education Planning for Students with Special Needs — A draft resource guide to support teachers (Ministry of Education, 1995). When engaging in educational planning for a Special Needs student for whom English is a second language, it is important to include an ESL specialist teacher on the IEP team. It may also be necessary to include on the team a bilingual individual who can facilitate home-school liaison. As participants in the planning process for ESL students who have special needs, these individuals may be able to help provide information or perspective on: • the student’s family situation (What is the immigrant status of the student and the student’s family? Does the student have siblings?) • the language(s) used in the student’s home (What command of the English language do the student’s parents or guardians have?) • the student’s first-language proficiency (Has the student’s level of first language proficiency been assessed? Is the student literate in a language other than English? When did the child begin to speak the first language?) • the student’s proficiency with English (What is the extent of the student’s interpersonal communication proficiency? What is the extent of the student’s cognitive academic language proficiency?) • the student’s educationally relevant health records (Are the records available/complete? What pertinent information do they reveal?) • the student’s previous educational experience (Has the student experienced interruptions in schooling?) and past learning history (Has the student ever experienced difficulties acquiring his or her first language?) • the student’s learning style and preferences (What type of instructional approach is the student used to? For example, does the student work comfortably in cooperative groups? How does the student view his or her responsibility as a learner?) • the nature and extent of family support (Are the students’ parents or guardians actively involved in the student’s day-to-day life and education? Are other members of the family playing an important caregiving or supportive role? What constructive role can they be expected to play?) ESL ESL Learners: Learners: A A Guide Guide for for Classroom Classroom Teachers Teachers
• the parents’ or guardians’ goals for the child (What may be the expectations with respect to the child’s future career or life role? Do the parents’ or guardians’ goals for the child differ from the student’s own aspirations?) • culturally based behaviours in the classroom (Are there possible cultural explanations for behaviours that seem unusual or problematic?) ESL Students with Other Requirements Some students who are not formally designated as “special needs,” nonethe- Mohammed Mohammed less have personal circumstances that make learning difficult . These students include: • refugees who may have been traumatized by past experiences Mohammed Mohammed is is is a a thirteen-year-old thirteen-year-old thirteen-year-old student student who who was was born born born in in Somalia. Somalia. During During the the time time he he he spent spent in in that that country country country his his schooling schooling was was very very disrupted disrupted by by civil civil strife. strife. strife. He He and and his his family family fled fled Somalia Somalia Somalia together, together, but but Mohammed Mohammed and and his his his father father became became separated separated from from other other other family family members members as as • “satellite” children who may have they they were were trying trying trying to to reach reach a a refugee refugee camp camp in in Kenya. Kenya. Kenya. After After been left on their own in Canada by they they had had had arrived arrived at at the the camp, camp, his his father father went went went to to look look look for for parents who have returned to their thethe other other family family members members and and and failed failed to to return. return. MohamMoham- country of origin med med was was in in the the refugee refugee camp camp for for for three three years years before before • students who are not progressing authorities authorities located located a a distant distant relative relative relative who who had had made made it it to to academically and require Learning Canada. Canada. He He now now lives lives with with her her her and and her her her four four four children. children. Assistance Mohammed’s Mohammed’s Mohammed’s parents parents parents and and five five five siblings siblings siblings have have not not yet yet been been • students who have gaps in their formal education. located. located. located. These students may require additional support and counselling. ESL ESL Learners: Learners: A A Guide Guide for for Classroom Classroom Teachers Teachers 23 23
Page 1 and 2: English as a Second Language Learne
Page 3 and 4: Table of Contents Introduction ....
Page 5 and 6: Introduction Students for whom Engl
Page 7 and 8: Adjustment Challenges Facing ESL St
Page 9 and 10: Perceived Behaviour Possible Cultur
Page 11 and 12: The Nature of ESL Programming ESL s
Page 13 and 14: Identification Although it is frequ
Page 15 and 16: produced standardized tests may be
Page 17 and 18: Instructional Tips and Strategies E
Page 19 and 20: this, rephrase it so that ESL stude
Page 21: ➤ establish a supportive environm
Page 25 and 26: It may help to keep in mind that th
Page 27 and 28: Date: Teacher(s): First language or
Page 29 and 30: Characteristics of Students’ Read
Page 31 and 32: The Role of the ESL Specialist The
Page 33 and 34: * Collier, Virginia. “How long: A
Page 35: In addition, the ministry extends i

A Guide for Classroom Teachers - Education

Create successful ePaper yourself

Delete template?

Save as template?