How can you support ESL teachers to teach English language learners with special needs?

Our EAL team uses a combination of interviews, classroom observation, background information, teacher feedback and YARC assessments to identify a students' needs. This process takes time but provides insightful results that inform decision-makers on necessary funding and resource allocation that allows us to provide valuable recommendations that helps both the EAL teacher and student develop competencies for an equitable educational experience.

- help them in whatever way possible - tailor the instructions and materials to suit the students needs - communicate the strengths, challenges and goals effectively

I am an educational therapist for 15 years and an ESL teacher for 40 years - taught in 3 different countries. Special Needs is a umbrella term. I personally feel this question needs to be more focused on what special needs? If we look at a learning difference like dyslexia, people who work with kids with dyslexia will agree with me that two student profiles do not match and they are not identical. So, if we leave the special needs part for the SEN department to handle, what can a ESL classroom teacher can do: 1. Multi-sensory teaching. 2. More than one way of: a). presenting, b). getting kids to work on the what was presented to them, and c). constructing knowledge. This is UDL. 3. Use of educational assistive technology.

Provide specialized training, offer resources like modified materials and assistive technology, encourage collaboration, and facilitate individualized support for ESL teachers.

To support ESL teachers in teaching English language learners (ELLs) with special needs, provide them with resources and professional development opportunities tailored to address the unique challenges these students may face. Offer training on strategies for differentiating instruction, adapting materials, and implementing assistive technologies to accommodate diverse learning styles and abilities. Encourage collaboration between ESL teachers and special education professionals to develop individualized education plans (IEPs) and leverage their expertise in addressing specific learning needs. Foster a supportive and inclusive classroom environment where ELLs with special needs feel valued, respected, and empowered to succeed academically

Understand your learner's strengths and weaknesses first by using informal assessments. Provide training to teachers on neuro diversity and specific learning barriers to literacy. In-school, professional development training. Specialists can deliver workshops based on their expertise, by sharing invaluable knowledge and strategies for peers to use in their classroom. Provide visual resources and train students on how to best use technology to access curriculum.

Emphasize collaboration—repeatedly. Engage actively with your Special Education staff, speech pathologists, psychologists, counselors, and other specialists to identify the core needs of your students. Prioritize scheduling time for collaboration within the school day, specifically with your ELL/ESL teachers and experts. This may involve arranging for substitute teachers to ensure that these professionals have dedicated, quality time for collaboration without impinging on their personal time. Offer guidance to initially address the broader, macro needs before honing in on the more detailed, micro-specific needs, ensuring a comprehensive and targeted approach to student support.

By incorporating diverse teaching strategies, such as differentiated instruction and multisensory techniques, educators can address individual learning styles and abilities. Providing ongoing professional development opportunities and access to resources tailored to diverse needs further enhances their capacity to meet students' academic and socio-emotional requirements. This collaborative approach fosters an inclusive learning environment conducive to the success of all learners. For instance, integrating visual aids like graphic organizers can assist learners with processing information, thereby enhancing comprehension and participation in language acquisition activities.

There is an important issue when you want to teach special needs students and it's curriculum adaptation. Due to the fact that your students are having conflicts with their health, it is crucial to adapt your content to the difficulties they have to understand and their time to adapt to the task. Please don' t be so demanding and uncourage them to continue trying, with your motivation they will feel confortable to ask questions and look for your help if they need it.

Le doy clases de Inglés y de Recuersos para el Aprendizaje a muchos ni?os, de las cuales un peque?o porcentaje tiene alguna condición especial. A muchos de ellos no les impide en lo absoluto su aprendizaje ya que son inteligentes (la condición no necesariamente afecta el intelecto). Sin embargo, me ha tocado un ?i?o que es muy participativo en todo, hasta que llega el momento de leer o escribir. Se rehus rotundamente. Tuve que implementar estrategias para él. Todos los ni?os leen cronometradamente pero él no lee ningún texto. Un día lo deje solo conmigo y le ofrecí "flashcards" con palabras cortas para que leyera a medida que yo se las iba pasando. él ni?o comenzó a leer. Fue la primera vez que lo pudé escuchar leer sin que se rehusara.

ESL teachers must be in an ongoing contact and exchange with special needs department to overview the progress and seek professional help in case there should be a special needs professional present to accompany a specific kid. Weekly meetings are to be held between teachers and special needs dept rep.