Article Review: Differentiating Curriculum and Instruction for English-Language Learners with Special Needs

984 Words2 Pages
bulb-icon

Recommended: Importance of differentiated instruction as related to the field of curriculum

The article being discussed is: Differentiating Curriculum and Instruction for English-Language Learners with Special Needs by John J. Hoover and James R. Patton. The stated purpose of the article is teaching and curriculum, specifically the need to adapt both for ELLs who are exceptional. This article gave suggestions of how best to adapt teaching methods and curriculum to the needs of ELLs, as well as how to solve problems that may arise.

The article opened by discussing some major problems ELLs have in the education system, specifically with special education. The continual use of standardized tests in assessing ELLs is a problem because these tests often underestimate students’ academic potential and progress. Because of the unfair standardized assessments, ELLs continue to be at-risk for being placed in special education. The article then stated that there needs to more use of authentic curriculum, and more cultural and linguistic diversity in the curriculum to accommodate students and their specific needs. In order to meet more diverse needs, educators should focus on key principles rather than looking for an all-encompassing program for ELLs.

The article stated the five principles for Ells with special needs are “learning and developments that facilitates joint productive activities among students, learners’ prior knowledge and learning, educational activities within the context of students’ prior experiences and skills, complex solutions and higher-level thinking, and ongoing verbal dialogue.” In order to have effective curriculum implementation, teaching must emphasize: “academic content relative to students’ culture, background, environment, and prior experiences; multiple content knowledge and skills that are reinf...

... middle of paper ...

... differences in ELL students with special needs, emphasizing that a standardized test will never be able to measure the ability of the individual students. Students will be faced many problems in education that may include being wrongly included or excluded from special education classes. Teachers need to pay attention to the individual needs of their students, and ensure that they do not draw faulty conclusions about their students based on other students in the classroom. When a teacher factors in the student’s family and culture, they will be better to relate instructional material to the student, and they will also create an opportunity for higher thinking.

Works Cited

Hoover, John J., and James R. Patton. "Differentiating Curriculum and Instruction for English-Language Learners with Special Needs." Intervention in School & Clinic 40.4 (2005): 231-5. Print.

Show More
Related

  • I Interviewed An Assistant Principal, Ms. Katis Romig

    1102 Words  | 3 Pages

    School leaders and faculty are responsible to ensure engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core Learning Standards and/or content standards. As a special education program for severely disabled students including all these requirements in curriculum that is differentiated for the array of needs in the school isn’t easy. In response to the suggestions made by Ms. Joseph the principal decided that the best way to address it while still attending to the needs of the school would be to created an inquiry team that will research the findings in order to help with the decision making.

    Read More

  • The Role Of The Early Childhood Educator

    1130 Words  | 3 Pages

    The most important is the student’s instructional level or Zone of Proximal Development. There is a fine line between independent, instructional, and frustration level. Lessons should be differentiated so that all students are challenged. To meet the needs of all students, it may be necessary to collaborate with the special education teachers and the ESOL teachers. Teachers should be facilitators of student learning.

    Read More

  • Special Education: Roles And Responsibilities In Special Education

    992 Words  | 2 Pages

    There are many individuals who contribute to the education of the student with special needs. Their roles and responsibilities are varied, and each play an important part in the education of the student with disabilities. In the early years of special education, individuals with disabilities were not educated in the traditional classroom. Many of the students were left at home to be taught by their parents, or, sent away to institutions if the families were unable to care for them. In addition, some were education in private schools at the cost of the families. It was not until the 1970’s that special education became acceptable in the public schools. The passing of legislation made it possible for all students to have a right to a free and public education, regardless of their disabilities. The individual with disabilities education act (IDEA) opened the door to education for all students and therefore a change in special education.

    Read More

  • Case Study Is This Child Mislabeled

    709 Words  | 2 Pages

    A special education setting is based on educational needs of those with learning disabilities. Students should not be immediately placed in a special education classroom, but instead should be taught strategies that are appropriate to their educational needs. Notwithstanding, Serge did not have a learning disability and as a result, should not have been placed in a special education setting. This was inappropriate placement for him as his only problem was his inability to speak English. Although he eventually did thrive with the instruction he received from Mrs. Evans, a resource teacher, his placement was not appropriate. In correlation with Ortiz (2001), “Early Invention for English Languages who are having difficulty in school needs to be implemented by general eduction teachers. Supportive school climates and instruction tailored to meet the needs of culturally and linguistically diverse students (Ortiz, 2001, pg. 4). Also, if Serge was placed into a general education setting with individualized instruction, he would have been barely able to perform at all. He would not understand anything that is going on and would have been completely lost. In order to grasp material, Serge should have both Serbian and English material provided for

    Read More

  • The Benefits of No Child Left Behind

    2621 Words  | 6 Pages

    President George Bush signed the ‘No Child left behind’ law in 2002. The intent of this law is to guarantee every student, in the American school system, is offered the same opportunities. There are many benefits NCLB offers to students in America’s schools. One benefit is an effort that supports learning in the early years, thereby preventing many learning difficulties that may arise in students, later in the learning process (Department of Education, 2004). For example, the National Institute of Health estimates that 15 percent of the U.S population has some type of learning disability (Department of Education, 2002, p.74). Suppose these learning disabilities are detected earlier in school, some students may receive therapy and correct this disability. Some facts that show how important early learning is for a students development are: Children who enter school with language skills and pre-reading skills (e.g., understanding that print reads from left to right and top to bottom) are more likely to learn to read well in the early grades and succeed in later years (Department of Education, 2004). ‘NCLB’ targets resources for early childhood education so that all children begin their education with the right start. The category of Specific Learning Disability, its definition, assessment, and eligibility criteria, are currently the subject of much discussion (Department of Education, 2004.ii) Nearly 3 million school-age students are currently receiving special education services under the Individuals with Disabilities Education Act (IDEA) due to identified specific learning disabilities (SLD) (The Advocacy Institute, 2004). With so many children suffering from disabilities, many would believe ea...

    Read More

  • Placing English Language Learners in Special Education

    1180 Words  | 3 Pages

    Sullivan, A. L. (2011). The 'Standard'. Disproportionality in Special Education: Identification and Placement of English Language Learners. Exceptional Children, 77(3), 317-334.

    Read More

  • English Language Learners

    1899 Words  | 4 Pages

    One of the first challenges that ELL instructors must come to terms with is the identification and assessment of their students’ learning capabilities in their classroom. Traditional identification instruments designed for English speakers may not be valid with English language learners. Identification of English language learners with special needs should include consideration of several factors, such as family history, developmental and health history, first language and literacy development, previous schooling, and the learners' current academic ability, just to name a few. Learning in any language is affected by learning disabilities, but second language learners with special needs present additional educational challenges. According to the British Columbia Ministry of Education, Skills, and Training (Fowler & Hooper, 1998), instructors of English language learners with special needs should consider the cultural, developmental, and first language background of the learner. They should also do the following: (1.) Provide a highly structured learning environment; (2.) Focus on contextual learning;

    Read More

  • The Inclusive Learning Environments.

    1633 Words  | 4 Pages

    Glazzard J, Hughes A, Netherwood A, Neve A, Stoke J. (2010). Teaching Primary Special Educational Needs. British library: Learning Matters. p7.

    Read More

  • Implementing the INCLUDE Strategy

    2080 Words  | 5 Pages

    Instruction. These two strategies are approaches that address classroom diversity in general education settings, and inclusion classroom settings. The idea of UDL is that instructional lessons, strategies, and assessments are planned with supports, which are more likely to be well-suited for students with special needs. The supports minimize the need for adaptations at a later time. Properly designed classrooms require fewer adaptations for students with special needs, is an ass...

    Read More

  • Mainstreaming Special Needs Children

    891 Words  | 2 Pages

    The debate of mainstreaming children with a disability challenges the idea of having an enclosed environment where they can effectively learn. University of Missouri, College of Education states, “The term ‘special needs’ is used to collectively define those that require assistance due to physical, mental, behavioral, or medical disabilities or delays” ( .) Opponents who encourage mainstreaming argue that mainstreaming special needs children is beneficial. They claim children with a disability should receive equivalent access to public education and not be left behind because of an impairment. Many also dispute attempts should be made to develop tests to measure academic achievement. Aron and Loprest state “Reforming special education cannot be done in isolation; it requires integration with reforms being made in general education” (116). However, there are many problems the education system is going to face if children with a disability are integrated into standard classes.

    Read More

  • Language Assessment

    2016 Words  | 5 Pages

    Kuder, S.J. (2008). Teaching Students with Language and Communication Disabilities (3rd edition). Boston, Massachusetts: Allyn and Bacon.

    Read More

  • Differentiated Instruction

    1630 Words  | 4 Pages

    In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while maintaining passing scores for the whole student body. To ensure academic success, teachers employ a multi-strategy approach to develop students of differing abilities and backgrounds. Every student is different in what skills and experiences they bring to the classroom; their personality, background, and interests are as varied as the ways in which teachers can choose to instruct them. Differentiated instruction has been an effective method in which teachers can engage students of various backgrounds and achieve whole-class success. When using differentiated instruction, teachers develop lesson strategies for each student or groups of students that provide different avenues of learning but all avenues arrive at the same learning goal.

    Read More

  • What Does Inclusive Education Means?

    1617 Words  | 4 Pages

    United Nations Educational, Scientific, and Cultural Organisation. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF

    Read More

  • Teaching Students with Disabilities

    984 Words  | 2 Pages

    Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.

    Read More

  • Special Education Reflection

    1322 Words  | 3 Pages

    As a prospective secondary mathematics educator, I felt that it was unfair that I would have special education students in my classes. I would rationalize my attitude by saying that I signed up to teach “normal” students, and that the special education students were not my problem or responsibility. I did not want to deal with them. I did not see them as individuals who seek meaning through learning.

    Read More

More about Article Review: Differentiating Curriculum and Instruction for English-Language Learners with Special Needs

Open Document