Disproportionality in identifying and placing CLD students in special education is still an issue in our schools. A growing number of students from diverse racial, cultural and linguistic backgrounds have unique learning needs as they acquire school English and adapt to the culture of the American educational system. Among this diverse population of students are at-risk learners and learners with a variety of disabilities. This situation presents school districts and even the most experienced education professional with unique challenges and remains a serious test of service proportionality in American schools. Some CLD students are disproportionately placed in special education and some are disproportionately being denied needed special education services. The needs of these diverse learners are not being appropriately addressed when “difference” is used to disproportionately place or deny diverse learners special education services. Both classroom and clinical personnel are challenged as they adapt procedures and instruction to meet the educational needs of these diverse learners. Response to intervention and response to instruction and intervention (RTI and RTII models) models for English Language Learners will also be explored, focusing upon the interpretation of data gathered during the general education intervention problem-solving process, prior to conducting an evaluation for special education. This process will ultimately lead to strategies and interventions that will reduce barriers to special populations.
THIS WORKSHOP WILL COUNT FOR THE 3 HOURS CULTURAL PROFICIENCY TRAINING FOR LSSPs