English Learners with Disabilities: Supporting Young Children in the Classroom
Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
- Describe the difference between a sequential and a simultaneous language learner.
- List at least three factors that educators should consider when screening and evaluating young English learners.
- Why is it important to distinguish between a language difference and a developmental delay or disability?
- Imagine that you are an early childhood teacher of four-year-olds. Nhia is a young EL in your classroom who speaks Hmong and is learning English.
- List at least three ways that you could collaborate with Nhia’s family to help support Nhia in the classroom.
- Describe two reasons you would give the family about why it is important for Nhia to maintain his home language while he is learning to speak English.
- Identify three ways to involve peers as classroom supports for Nhia.
