English Learners with Disabilities: Supporting Young Children in the Classroom

Wrap Up

Young English learners (ELs) or dual language learners (DLLs) are children who are learning two or more languages either simultaneously or sequentially. As in any population of children, a percentage of this group will be children with disabilities. Teachers in early childhood settings need to be able to address the needs of all young children, including those young ELs with disabilities. Keep in mind that the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) provides guidance to the field on recommended practices for young children with or at-risk for disabilities.

Because it can be challenging to distinguish between a disability and language difference, teachers should be mindful that a developmental delay or disability will be observable in both of the EL’s languages and across multiple settings. After observing the child and gathering information from the family, teachers who still have concerns can conduct a developmental screening. If screening results indicate possible delays, qualified professionals should conduct a more comprehensive evaluation, keeping issues related to language acquisition in mind.

When working with ELs, especially those with disabilities, it is important for teachers to understand some unique issues around:

• Maintaining the home language
• Collaborating with families
• Using effective instructional strategies
  • Environment and instructional grouping
  • Use visual supports
  • Use familiar and non-stereotypical materials
  • Learn the child’s home language
  • Promote peer support and interaction

When you are ready, proceed to the Assessment section.