Implementing Response-to-Intervention to Address the Needs of English-Language Learners
Instructional Strategies and Assessment Tools for School Psychologists
Nonfiction, Health & Well Being, Psychology, Education & Training, Child & Adolescent, Child Psychology, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology
| Author: | Holly S. Hudspath-Niemi, Mary Lou Conroy | ISBN: | 9781136257124 |
| Publisher: | Taylor and Francis | Publication: | June 26, 2013 |
| Imprint: | Routledge | Language: | English |
| Author: | Holly S. Hudspath-Niemi, Mary Lou Conroy |
| ISBN: | 9781136257124 |
| Publisher: | Taylor and Francis |
| Publication: | June 26, 2013 |
| Imprint: | Routledge |
| Language: | English |
There is considerable concern surrounding the complex issue of how to meet the learning needs of English-language learners within general and special education programs. Implementing Response-to-Intervention to Address the Needs of English-Language Learners increases school psychologists’ knowledge of intervention strategies related to ELLs, through its examination of the challenges associated with evaluating ELLs and by providing a collaborative framework to enhance educational identification and placement in special education. It accomplishes this by incorporating research-based intervention approaches for ELLs and offering a comprehensive guide to the processes and tools that school teams should consider when utilizing a response to intervention model to support the academic and behavioral needs of ELLs. With a strong focus on alternative assessment, collaboration, and parental involvement, this volume in a definitive touchstone in the quest to provide culturally responsive pedagogy and appropriate adapted classroom instruction for English-language learners of various proficiency levels.
There is considerable concern surrounding the complex issue of how to meet the learning needs of English-language learners within general and special education programs. Implementing Response-to-Intervention to Address the Needs of English-Language Learners increases school psychologists’ knowledge of intervention strategies related to ELLs, through its examination of the challenges associated with evaluating ELLs and by providing a collaborative framework to enhance educational identification and placement in special education. It accomplishes this by incorporating research-based intervention approaches for ELLs and offering a comprehensive guide to the processes and tools that school teams should consider when utilizing a response to intervention model to support the academic and behavioral needs of ELLs. With a strong focus on alternative assessment, collaboration, and parental involvement, this volume in a definitive touchstone in the quest to provide culturally responsive pedagogy and appropriate adapted classroom instruction for English-language learners of various proficiency levels.
