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Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 7 146 Chapter 7: English Learners.

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Presentation on theme: "Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 7 146 Chapter 7: English Learners."— Presentation transcript:

1 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Chapter 7: English Learners with Disabilities or Other Special Needs

2 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Key Points There are basic guidelines for beginning to distinguish between a language difference and a language disorder. By using a multi-sensory approach to introduce concepts, teachers increase the likelihood of childrens comprehension of those concepts.

3 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Key Points (continued) English learners with and without disabilities can begin to understand a new concept, or gain a deeper understanding of a familiar concept, when a variety of scaffolding strategies are used to support their learning.

4 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Key Points (continued) Peers, teachers, family and community members can all be the agents of the use of a variety of scaffolding strategies. With the right supports, many English learners with disabilities and other special needs can learn a second language.

5 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Connections to Principles and Practices Principle 8: Coordination and collaboration among families, teachers, and specialists become crucial in supporting the language and literacy development of children with disabilities and other special needs.

6 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Language Disorder vs. Language Difference Language Disorder –An inability to understand and process language either expressively or receptively. Language Difference –Having the ability to speak another language that is different from the language used for instruction or used by the majority of people.

7 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Read-Think-Share In small groups, silently read your assigned section: –Research Highlight (featuring Goodz) and Special Education Programs and English Learners –Children with Identified Disabilities and Research Highlight (featuring Mundy) –Coordinating Language and Communication Goals

8 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Read-Think-Share (continued) After reading, consider the following question and share with your table group: –What did you learn about working with children with disabilities and other special needs?

9 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Definition of Scaffolding A process by which adults or more capable peers provide supportive structures or strategies to help children learn.

10 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Definition of Scaffolding (cont.) Unlike rigid scaffolds used in construction of a building, educational scaffolds are fluid, dynamic, and interactive. They can be used to temporarily assist English learners with and without disabilities as they develop knowledge, understanding, strategies, and skills.

11 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 7 Scaffolds to Language Video Please choose your computer type for the proper video format. 156

12 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 7 Click for next slide 157

13 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 7 Click for next slide 158

14 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Why Scaffold? When children are given opportunities to build on their existing knowledge base, words in their new language are more easily mastered because they are linked to familiar concepts.

15 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Connections to Principles and Practices Turn to Principle 8 in Chapter Seven on page 69 of the Resource Guide. Read and review the Principle and the practices that follow. Share successful strategies you have used yourself.


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