Page 10: References & Additional Resources
To cite this module, please use the following:
The IRIS Center. (2015). Dual language learners with disabilities: Supporting young children in the classroom. Retrieved from https://iris.peabody.vanderbilt.edu/module/dll/
Anderson, R. T. (2004). First language loss in Spanish-speaking children: Patterns of loss and implications for clinical practice. In B. A. Goldstein (Ed.), Bilingual Language Development and Disorders in Spanish-English Speakers (pp. 187–212). Baltimore: Brookes.
Artiles, A. J., & Ortiz, A. A. (2002). English Language learners with special education needs: Identification, assessment, and instruction. Washington, DC: Center for Applied Linguistics and Delta Publishing Company.
Barrera, I., & Kramer, L. (2012). Relationships and paradigm shifts: Exploring dispositions to engender loving, joyful, and compassionate partnerships with families. In R. M. Santos, G. A. Cheatham, & L. Duran (Eds.), Young Exceptional Children Monograph Series No. 14 on Supporting Young Dual Language Learners with Special Needs (pp. 61–74). Missoula, MT: Division for Early Childhood of the Council for Exceptional Children.
Cardenas-Hagan, E., Carlson, C. D., & Pollard-Durodola, S. D. (2007). The cross-linguistic transfer of early literacy skills: The role of initial L1 and L2 skills and language of instruction. Language, Speech, and Hearing Services in the Schools, 38(3), 249–259.
Cheatham, G. A., & Santos, R. M. (2011). Collaborating with families from diverse cultural and linguistic backgrounds: Considering time and communication orientations. Young Children, 66(5), 76–84.
Cheatham, G. A., Santos, R. M., & Kerkutluoglu, A. (2012). Review of comparison studies investigating bilingualism and bilingual instruction for students with disabilities. Focus on Exceptional Children, 45(3), 1–12.
Cloud, N., Genessee, F., & Hamayan, E. (2000). Dual language instruction: A handbook for enriched education. Boston, MA: Heinle.
de Valenzuela, J. S., & Baca, L. (2004). Procedures and techniques for assessing the bilingual exceptional child. In L. Baca & H. Cervantes (Eds.), The Bilingual Special Education Interface (pp. 184–201). Upper Saddle River, NJ: Pearson.
Delgado-Gaitan, C. (2004). Involving Latino families: Raising student achievement through home-school partnerships. Thousand Oaks, CA: Corwin Press.
Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved on September 17, 2015, from http://www.dec-sped.org/recommendedpractices
Figueroa, R. A. (2002). Toward a new model of assessment. In A. J. Artiles & A. A. Ortiz (Eds.), English Language Learners with Special Education Needs: Identification, Assessment, and Instruction (pp. 51–64). Washington, DC: Center for Applied Linguistics and Delta Publishing Company.
Guiberson, M., & Banerjee, R. (2012). Using questionnaires to screen young dual language learners for language disorders. In R. M. Santos, G. A. Cheatham, & L. Duran (Eds.), Young Exceptional Children Monograph Series No. 14 on Supporting Young Dual Language Learners with Special Needs (pp. 75–92). Missoula, MT: Division for Early Childhood of the Council for Exceptional Children.
Harris, B., Barton, E. E., & Albert, C. (2012). Assessing young children who are dual language learners with or at-risk for autism. In R. M. Santos, G. A. Cheatham, & L. Duran (Eds.), Young Exceptional Children Monograph Series No. 14 on Supporting Young Dual Language Learners with Special Needs (pp. 93–114). Missoula, MT: Division for Early Childhood of the Council for Exceptional Children.
Lynch, E. W., & Hanson, M. J. (2011). Developing cross-cultural competence: A guide for working with children and their families (4th ed.). Baltimore: Paul H. Brookes.
Office of Head Start. (2009). Program preparedness checklist: Serving dual language learners and their families. Retrieved on September 17, 2015, from http://eclkc.ohs.acf.hhs.gov/
Paradis, J., Genesee, F., & Crago, M. B. (2010). Dual language development and disorders: A handbook on bilingualism and second language learning. Baltimore, MD: Brookes.
Pena, E. D., Bedore, L. M., & Sheng, L. (2012). Differentiating language differences versus language impairments in young dual language learners. In R. M. Santos, G. A. Cheatham, and L. Duran (Eds.), Young Exceptional Children Monograph Series No. 14 on Supporting Young Dual Language Learners with Special Needs (pp. 16–29). Missoula, MT: Division for Early Childhood of the Council for Exceptional Children.
Quiroz, B. G., Snow, C. E., & Zhao, J. (2010). Vocabulary skills of Spanish-English bilinguals: Impact of mother-child language interactions and home language and literacy support. The International Journal of Bilingualism, 14(4), 379–399.
Romero-Little, M. E. (2010). How should young indigenous children be prepared for learning? A vision of early childhood education for indigenous children. Journal of American Indian Education, 49(1 & 2), 1–25.
Tabors, P. O. (2008). One child, two languages: A guide for preschool educators of children learning English as a second language, (2nd ed.). Baltimore: Paul H. Brookes.
TESOL International Organization. (2005). Difference or disability? Retrieved on November 13, 2015, from http://www.tesol.org/read-and-publish/journals/other-serial-publications/compleat-links/compleat-links-volume-2-issue-3-(september-2005)/difference-or-disability-
Ballantyne, K. G., Sanderman, A. R., & McLaughlin, N. (2008). Dual language learners in the early years: Getting ready to succeed in school. Washington, DC: National Clearinghouse for English Language Acquisition. Retrieved on September 22, 2015, from https://files.eric.ed.gov/fulltext/ED512635.pdf
This resource contains information designed to help bridge the achievement gap among young dual-language learners. Besides details of the study itself—and the young learners in question—the report outlines four pre-conditions the authors deem crucial to academic success. Notes on assessments and the interpretation of assessment results round out the effort.
Cate, D., Diefendorf, M., McCullough, K., Peters, M. L., & Whaley, K. (Eds.). (2010). Quality indicators of inclusive early childhood programs/practices: A compilation of selected resources. Chapel Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center. Retrieved on November 13, 2015, from https://ectacenter.org/~pdfs/pubs/qualityindicatorsinclusion.pdf
In this article, the authors examine the quality indicators that should be present in effective early classroom learning environments. Information includes an overview of the DEC Recommended Practices, the Classroom Assessment Scoring System, and a preschool environments checklist, among much else.
Circle of Inclusion Project, University of Kansas, Lawrence. (2002). Accommodating all children in the early childhood classroom. Retrieved from https://publications.ici.umn.edu/impact/22-1/accommodating-all-children-in-the-early-childhood-classroom
This brief but informative online resource outlines some of the ways that educators might go about accommodating classroom instruction for to suit the learning needs of all children, including dual language learners. Included are notes on environmental conditions, teaching strategies, and lesson formats, among more.
Figueras-Daniel, A., & Steven Barnett, W. (2013). Preparing young Hispanic dual language learners for a knowledge economy. Preschool Policy Brief, 24. Retrieved on November 13, 2015, from https://nieer.org/policy-issue/policy-brief-preparing-young-hispanic-dual-language-learners-for-a-knowledge-economy
In this piece, the authors stress the critical importance of preparing the growing population of Spanish-speaking dual-language learners for academic and, eventually, economic success. The article contains an overview of some of the characteristics if this population, as well as policy proposals and notes on teacher preparation and professional development.
Gonzalez-Barrera, A., & Lopez, M. H. (2013, August). Spanish is the most spoken non-English language in U.S. homes, even among non-Hispanics. Retrieved on November 13, 2015, from https://www.pewresearch.org/fact-tank/2013/08/13/spanish-is-the-most-spoken-non-english-language-in-u-s-homes-even-among-non-hispanics/
This brief online resource uses census data and the Pew Center’s own research to tabulate the number of Spanish speakers in U.S. homes. Links to the full number sets are available for those who wish to drill down further into the cross tabs.
Hamayan, E. V., Marler, B., Sanchez-Lopez, C., & Damico, J. S. (2007). Some myths regarding ELLs and special education. Retrieved on September 29, 2015, from https://www.colorincolorado.org/article/some-myths-regarding-ells-and-special-education
This online resource covers—and responds to—three common myths about English language learners in special education.
National Center for Education Statistics. (2010). Status and trends in the education of racial and ethnic minorities. Retrieved on September 22, 2015, from https://nces.ed.gov/pubs2010/2010015/indicator2_8.asp
Information on IDEA Indicators 8.1 and 8.2—that is, those profiling the students served under the law—can be found here. Particular attention is paid to English-language learners and the responsibilities and obligations of the schools they attend.
Office of Head Start. (2014). The importance of home language series. Retrieved on September 29, 2015, from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/home-language.html
These detailed online resources contain useful information for those working with students who are English learners. The downloadable PDF documents are organized by topic: “The Benefits of Being Bilingual,” “The Gift of Language,” “Language at Home and in the Community for Families,” and “Language at Home and in the Community for Teachers.”
Technical Assistance and Training System (TATS), & the Florida Inclusion Network (FIN). (2013). TATS and FIN talk with instructional staff about Universal Design for Learning in pre-k inclusive environments. Parts 1 and 2. Retrieved on November 13, 2015, from https://www.floridainclusionnetwork.com/wp-content/uploads/2019/06/TATSFIN-V1-No.-1New-Logo.pdfandhttps://www.floridainclusionnetwork.com/wp-content/uploads/TATS-FIN-V1-2.pdf
These helpful resources include brief overviews of the use of UDL in classroom environments for very young children. Notes include details on assessments, physical environments, and curriculum and instruction, among much more.
Technical Assistance and Training System (TATS) project. (n.d.). Supplement to the Administrators’ Walkthrough Checklist for Prekindergarten Classrooms. Retrieved on May 5, 2022 from https://tats.ucf.edu/wp-content/uploads/sites/32/2017/08/Supplement_to_Administrators_Walkthrough_Final.pdf/
Visitors to this online resource will find a checklist to help administrator to arrange and support effective pre-k classrooms. Included are items on furniture arrangement, health and safety procedures, evidence of accommodation for diverse learners, and much more.
U.S. Department of Education, Office for Civil Rights. (2015). Schools’ civil rights obligations to English learner students and limited English proficient parents. Retrieved on September 18, 2015, from https://www2.ed.gov/about/offices/list/ocr/ellresources.html
These resources from the U.S. Department of Education’s Office for Civil Rights are designed to provide information to parents, students, and school officials regarding the federal requirements for schools with ELL students. Visitors will find a host of links to informative tools, as well related resources for further investigation.
U.S. Department of Education. (2015). English learner tool kit. Retrieved on December 15, 2015, from https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html
This online resource is designed to help state and local education agencies to fulfill their legal obligations to English language learners in their classrooms. Included are links to information on staffing and supporting ELL programs, assessment and evaluation of those programs, and creating inclusive environments for all learners, among much else.