Early Intervention is Crucial

In order to serve the needs of English language learners who are experiencing academic challenges in schools it is essential that an aligned system of support is created to ensure appropriate identification and subsequent services. Historically, there has been a tendency to over-refer and identify English language learners as having special education needs and a disproportionate representation of language learners in special education services. The dual-identified and/or dual-considered pathway course will explore this subject from the following vantage points; programming (building a framework in schools in which students are appropriately identified and supported through a cohesive service model), procedures (creating clear and congruent practices), and finally pedagogy (the day-to-day considerations of equitable access for the English Learner students with Disabilities).

In this course, you will:

- examine langauge and learning needs;

- evaluate data trends leading to over-identification or under-identification of English learners;

- identify barriers to equitable access and learning; and

- evaluate learning preferences and learning needs for both effective instructional planning and instructional delivery.