Cobb County ESOL

Special Education and ELLs - Colorin Colorado

Colorin Colorado provides great information regarding special education and ELLs.  Check out the following:

Overview and Resources on Special Ed and ELLs

Article on the Reasons for Misidentification (2011)
Article on Some Myths regarding ELLs and Special Education (2011)

A webcast on ELLs and Learning Disabilities: biligual speech-language pathologist Dr. Elsa Cárdenas-Hagan discusses effective assessment and instruction strategies for English language learners with learning disabilities, as well as ways to help encourage the active involvement of parents of ELLs with LD in their children's schools.

IEP vs 504 Plan

Have you ever wondered what the difference is between students on IEPs versus those on 504 plans?

"There are two types of written plans, which must be developed and implemented by public schools regarding students with disabilities. First, students with disabilities requiring only reasonable accommodation must have a written plan under Section 504; this is commonly referred to as a 504 plan.

For students with disabilities who require specialized instruction, the IDEA controls the procedural requirements. The IDEA process is more involved than that required under Section 504. Instruction and accommodation under the IDEA are provided in accord with a plan called an Individualized Education Program, known as an IEP. A student's IEP is a legal document which, in part, sets forth the duties and responsibilities of the school district and staff regarding that student. It is the responsibility of special educators, regular education teachers, administrators, counselors, and other professional educators to be thoroughly familiar with the provisions of the IEP for EACH of their students with disabilities."  Excerpted from http://www.slc.sevier.org/iepv504.htm

For a more detailed outline of the 504 and IEP Plans, visit this following link: http://www.slc.sevier.org/iepv504.htm

Language difference or disorder?

The chart below is offered as guidance for effectively determining whether a student may have a language difference or a language disorder. It is very important to gather data and build a file of documentation to support the need for additional testing. ESOL teachers should work collaboratively with qualified personnel such as speech language pathologists.

Adapted from the 2008 - 2009 Georgia Department of Education Title III ESOL Resource Guide.