WEBVTT

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Welcome to Benton, a small urban community situated near two of the
most populous cities in its region. Like a lot of places in the

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United States over the past twenty-five years, Benton has undergone
a dramatic population shift as growing numbers of families from

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culturally, linguistically, and ethnically diverse backgrounds have
made their homes there. According to the most recent census,

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approximately 15% of Benton's households included at least one adult
or parent who was born outside of the United States. And last year,

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Benton became one of the first communities in its state to welcome
refugees from a foreign country's ongoing civil war. Benton's

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dramatic demographic shifts are mirrored in student enrollment at
local Russell Early Childhood Center. A third-year teacher there,

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Mrs. Raymond has an inclusive classroom—that is, a classroom
for young children both with and without disabilities—and

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currently has eighteen children enrolled. Though fourteen of her
students were born in the United States, twelve of them live in

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households where languages other than English are spoken. Five of
her children come from homes where no one over the age of thirteen

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speaks English fluently.

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As a new school year approaches, Mrs. Raymond—with her
teaching assistant Ms. Mansilla, one of the school's three bilingual

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teachers—has been busy making plans for the children enrolled in
the class. As part of their preparation, they have been consulting with

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Mr. Wu, one of the family liaisons from Benton's refugee center.
Mrs. Raymond wants to be more thoughtful and intentional in supporting

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the children in her classroom, but with the many languages, cultures,
diverse learning needs, and backgrounds that the children and their

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families bring with them, there is so much to consider.

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Here's Your Challenge:

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Imagine you are Mrs. Raymond. What thoughts come to mind about
the new school year?

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What do teachers need to know about young dual language learners
with disabilities?

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What are some unique issues related to working with families of these
children?

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What strategies can teachers use to support these children?