Instructing and Assessing English Learners with Significant Cognitive Disabilities

Autor/inn/en	Liu, Kristin K.; Thurlow, Martha L.; Quenemoen, Rachel F.
Institution	National Center on Educational Outcomes
Titel	Instructing and Assessing English Learners with Significant Cognitive Disabilities
Quelle	(2015), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intellectual Disability; Severity (of Disability); English Language Learners; Severe Intellectual Disability; Teaching Methods; Evaluation Methods; Student Evaluation; Students with Disabilities; Equal Education; Academic Standards; Educational Legislation; Federal Legislation; Elementary Secondary Education; Verbal Ability; Language of Instruction; Spanish Speaking; Moderate Intellectual Disability; Bilingual Education; Preschool Language Scale; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Schweregrad; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Student; Students; Schüler; Schülerin; Studentin; Bildungsrecht; Schulgesetz; Bundesrecht; Mündliche Leistung; Teaching language; Unterrichtssprache; Bilingual teaching; Bilingualer Unterricht
Abstract	Students with significant cognitive disabilities may participate in states' alternate assessments based on alternate achievement standards (AA-AAS). A growing number of students with significant cognitive disabilities are also English learners (ELs) whose family may use another language in the home. They may only be exposed to English in a school setting. To fully and meaningfully participate in an AA-AAS, ELs with significant cognitive disabilities need to be offered meaningful access to the grade-level curriculum prior to taking the assessment. The purpose of this article is to identify an evidence base on best practices in English language arts instruction for these students. In an effort to understand current practices for instructing ELs with significant cognitive disabilities, the authors examined the available literature on instruction for these students. From this review of literature they draw implications for creating curriculum and instruction materials to support the learning of those ELs who participate in an AA-AAS. Based upon the limited research available, the report provides recommendations for important first steps to ensure that ELs with significant cognitive disabilities have access to grade-level curriculum and instruction. (ERIC).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01