Author: jjkavanagh

This article is a synthesis of research offering practical guidance for practitioners. In the article, the author emphasizes the importance of collaboration between teachers and speech-language pathologists (SLPs) to enhance the educational outcomes for students with disabilities. The article highlights various collaborative strategies, such as co-teaching and shared book reading, that leverage the expertise of both teachers and SLPs to provide language-rich instruction and support for students, including multilingual learners.…

This article shares key findings from classroom observations and teacher interviews which shed light on the classroom practices to support the English language development of students who are dually identified as English learners and students with significant cognitive disabilities. Of these practices, drills and repetition, read aloud, and total physical response were among the more frequently observed interactive tasks. The most frequently observed cognitive strategies were listen/repeat, use of imagery, and use of graphic organizers. The most common social/affective strategies were asking questions and encouragement/lowering affective filter. Pointing and verbal response were the most common ways that students demonstrated learning in the classroom. Picture cards was another typical approach. When asked about the development of alternate English language proficiency assessment, educators said that assessment should be interactive and include real images that are familiar to the student. They also emphasized that assessment should also relate to the student’s experiences and the classroom curriculum. Educators frequently reported that they received professional development in the form of teacher-to-teacher activities or that they received no support calling attention to the need for on-going professional development for educators.

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The article "TrUDL, A Path to Full Inclusion: The Intersectional Possibilities of Translanguaging and Universal Design for Learning" explores how integrating translanguaging and Universal Design for Learning (UDL) can create more inclusive and equitable classrooms for emergent bilingual learners with disabilities (EBLADs). Translanguaging allows students to draw from their full linguistic repertoire, while UDL promotes multiple means of engagement, representation, and expression in teaching. Cioè-Peña argues that combining these approaches…

This article explores the potential of Multitiered Systems of Support (MTSS) to address the academic needs of culturally and linguistically diverse (CLD) students. The authors emphasize that while MTSS offers a promising framework through early identification, data-based interventions, and progress monitoring, its implementation must be equitable to fully benefit CLD students. Several key themes are highlighted across the article, such as the need for validated assessment tools that account for…

This book provides a comprehensive guide to identifying and meeting the special education needs of English language learners (ELLs). The authors discuss the challenges that ELLs face in school, including language barriers, cultural differences, and limited access to high-quality instruction. They then provide a framework for assessing ELLs' special education needs, and they discuss a variety of effective interventions that can be used to support ELLs' academic achievement. The authors…

This article examines how collaborative efforts among educators can enhance the inclusion of diverse learners. Focusing on six students—three with severe disabilities and three academically at risk—the study evaluates the impact of individualized Unified Plans of Support (UPS). These plans, developed and refined through monthly meetings with general and special education teachers, parents, and instructional assistants, provided tailored academic and social support for each student. Results revealed that consistent implementation of…

This article examines the complexities of providing services to English language learners (ELLs) with special needs in a bilingual school. The study, based on an ethnographic case study of a bilingual charter school. Over the course of seven months, the author conducted classroom observations, interviews, attended school meetings, and collected various school artifacts. The participants of the study consisted of five focal teachers including classroom teachers, Special Education teachers, and…

This monograph explores the intersection between Learning Support and EAL and provides guidance for identification, student support, professional learning and program design. Authors argue that the question of whether a student should be placed in an EAL (English as an Additional language) or Learning Support program is the wrong question; instead, educators should be asking how to best support all students to succeed, regardless of their language proficiency or academic…

This article explores the development of inclusive practices in an international school. The qualitative case study investigates how the school removed barriers to learning for three students with varying levels of learning support needs: mild, moderate, and intensive. Data consisted of interviews, observations, and document review. The findings highlight that successful inclusion is a dynamic and continuous process that requires a strong focus on learning, access, and solution-seeking. The school…