Supporting World Language Learning for Students with ...

Supporting World Language Learning for Students with Disabilities

Virginia Department of Education

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Supporting World Language Learning for Students with Disabilities

Overview and practical manual for including students with disabilities, difficulties, or other specialized learning needs

in the foreign language classroom.

Prepared by the Office of Special Education Instructional Services and the Office of Humanities and Early Childhood

Virginia Department of Education January 2017

Superintendent of Public Instruction Steven R. Staples

Assistant Superintendent for Special Education and Student Services John Eisenberg

Assistant Superintendent for Instruction Steven Constantino

Office of Special Education Instructional Services Patricia Abrams, Director

Teresa Lee, Specialist for Learning Disabilities and Attention Disorders

Office of Humanities and Early Childhood Christine Harris, Director

Lisa A. Harris, Specialist for Foreign Languages and International Education

Copyright ? 2017 by the Virginia Department of Education

P.O. Box 2120 Richmond, Virginia 23218-2120

doe.

All rights reserved. Reproduction of these materials for instructional purposes in public school classrooms in Virginia is permitted.

The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, sexual orientation, gender identity, age, political affiliation, or against otherwise qualified persons

with disabilities. The policy permits appropriate employment preferences for veterans and specifically prohibits discrimination against veterans.

The following position has been designated to handle inquiries regarding the Department's nondiscrimination policies:

Deputy Superintendent ? Finance and Operations Virginia Department of Education P.O. Box 2120 Richmond, Virginia 23218-2120 (804) 225-2025

For further information on Federal nondiscrimination regulations, contact the Office of Civil Rights at OCR.DC@ or call 1 (800) 421-3481.

You may also view Executive Order 1 (2014), which specifically prohibits discrimination on the basis of race, sex, color, national origin, religion, sexual orientation, gender identity, age, political affiliation, or against otherwise qualified persons with disabilities. The policy permits appropriate employment preferences for veterans and specifically prohibits discrimination against veterans. You

may obtain additional information at the Commonwealth of Virginia's official website concerning this equal opportunity policy.

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Table of Contents

Acknowledgements............................................................................................................................................... 7 Section I: Introduction ......................................................................................................................................... 8

Purpose and Vision of this Document....................................................................................................... 8 Foreign Language Requirements in Virginia ......................................................................................... 9 Defining the Relationship: Special Education Requirements and Foreign Language Courses ........... 12 Foreign Language Study in Virginia: A Rationale for Increasing Access and Opportunities ............... 13

Section II: Research and Background............................................................................................................... 15 Research Overview ................................................................................................................................. 15 The Challenge of Learning another Language -- Empathy and Understandings ............................... 17 The Language Skills and the 3 Stages of Learning............................................................................... 18 Oral Language ..................................................................................................................................... 23 Written Language................................................................................................................................ 23 Kinesthetic Expression ........................................................................................................................ 24

Section III: Strategies and Activities ............................................................................................................ 27 Assistive Technology (AT) ................................................................................................................... 30 General Strategies to Support Student Learning ................................................................................ 31 Strategies to Use with Caution ........................................................................................................... 44 Strategies to Avoid .............................................................................................................................. 47 Activity Structures for Supporting/Managing a Range of Student Needs .......................................... 48

Section IV: Advancing Student Learning .................................................................................................... 51 Assessment Considerations for the Inclusive Foreign Language Classroom ...................................... 51 Lesson Design Considerations for the Inclusive Foreign Language Classroom................................... 52 Universal Design in Action .................................................................................................................. 53 Conclusion........................................................................................................................................... 56

Section V: Supporting Student Learning .................................................................................................... 57 Addressing Barriers to Access and Success ? Best Practices .............................................................. 58 More Tips for Classroom Teachers ..................................................................................................... 59 Accommodations ................................................................................................................................ 60 Interventions....................................................................................................................................... 61

References............................................................................................................................................................. 62

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APPENDICES APPENDIX A: Perceived Barriers .................................................................................................................. 64 Appendix B: Categories of Disability in Federal Special Education Law ........................................ 65 APPENDIX C: Additional Resources ............................................................................................................ 66 APPENDIX D: Additional Interventions ...................................................................................................... 68

Overcoming Obstacles Related to READING....................................................................................... 68 Overcoming Obstacles Related to WRITING ....................................................................................... 69 Overcoming Obstacles Related to ORGANIZATION ............................................................................ 71 Overcoming Obstacles Related to MEMORY ...................................................................................... 72 APPENDIX E: Glossary of Foreign Language Related Terms .............................................................. 74 APPENDIX F: Glossary of Special Education Related Terms ............................................................... 81 APPENDIX G: Frequently Asked Questions1.............................................................................................. 86

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Acknowledgements

The Virginia Department of Education (VDOE) wishes to acknowledge all those who provided assistance in the development and review of this manual. This group included parents, foreign language and special educators, administrators, and various VDOE staff. Their feedback assisted the Department in the development of a document designed to be a useful resource that parents and school personnel may find helpful and use at their option in their effort to support the achievement of the special education learner.

Project Consultant Dr. Katy Arnett, Ph.D. Dr. Arnett is currently the Associate Professor of Educational Studies at St. Mary's College of Maryland. She holds an M.A. and Ph.D. in Second Language Education from the Ontario Institute for Studies in Education at the University of Toronto, and a B.A. in Foreign Language (French) from St. Mary's College of Maryland. Dr. Arnett also has a current Standard Professional Teaching Certificate for French, Grades 7-12, in the state of Maryland. She is the author of numerous research articles, books, and publications focused on the development and maintenance of inclusive foreign/second language classrooms which guided her work on this project.

External Workgroup Members

Charles Stevens, Principal, Lee-Davis High School, Hanover County Public Schools Dawn Grois, Department Chair International Languages, Maggie L. Walker Governor's School Stephanie Montgomery, parent, Fairfax County Public Schools Rachel Fiel, Virginia Commonwealth University (VCU) Center on Transition Innovations Linn Jorgensen, Ed.D, Assistant Dean of Students; Director, Disability Services, George Mason

University Alice Robinson, Special Education Department Chair, Culpeper County High School Suzette Wyhs, Supervisor of World Languages and Cultures, Loudoun County Public Schools Gita Morris, Director of Studies, College Counseling, US History (chair), The New Community School Sheila Bailey, Ph.D., Director of Student Services, Hopewell City Public Schools; Executive Director, Virginia Council of Administrators of Special Education (VCASE) Valerie Gooss, Educational Specialist, English as a Second Language (ESL) and World Languages,

Henrico County Public Schools Kristin McLaughlin, Assistant Superintendent for Special Education/Pupil Personnel Services,

Powhatan County Public Schools

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Section I: Introduction

Purpose and Vision of this Document

The purpose of this document is multilayered. At the broadest level, this document aims to offer a comprehensive starting point for research-based information and pedagogical ideas for supporting teachers as they work to make their classrooms more accessible. Within that larger goal, the research is going to link best practices for foreign language pedagogy to what is known about particular learning needs and draw appropriate parallels between first and second language

development. Practically-speaking, the research will also inform the recommended high-impact practices, the practices to approach with caution, and the practices to avoid. Though assessment (particularly of a formative nature) is integral to the application of the high-impact and `caution' strategies, it is considered separately in this section, given its importance in the classroom experience. These goals are summarized in the following graphic:

Link research in best practices to inclusive teaching in FL settings

Provide information and ideas for increasing access to foreign langauge classrooms.

Discuss policies and procedures

First/second language acquisition

How certain learning needs intersect with FL

study

Outline best practices for inclusive FL pedagogy

Highimpact practices

Practices to approach

with caution

Practices to avoid

Issues in assessment

Assistive Technology

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