Practitioner Help for the Identification of English Language Learners (ELLs) and Learning Disabilities (LD)

The latest document I worked on was an Infosheet on identification recommendations for English Language Learners (ELL) who experience academic difficulties in school. You can access the PDF “Addressing the Educational Needs of Culturally and Linguistically Diverse Learners with and without Learning Disabilities” via the Council for Learning Disabilities website (CLD). Click on theDiverse Learners linkin the left hand side menu. The paper is structured on defining who is a culturally and linguistically diverse child, Australia how it relates to online casino learning casino academic English, what to do if there are academic difficulties, what every educator (regular and special education) and support personnel should know, how to collaborate during the process, what information needs to be collected, and suggested informal tools that help gather further knowledge. I look forward to your comments.

Addressing the Educational Needs of Culturally and Linguistically Diverse Learners with and without Learning Disabilities”Addressing the Educational Needs of Culturally and Linguistically Diverse Learners with and without Learning Disabilities”Addressing the Educational Needs of Culturally and Linguistically Diverse Learners with and without Learning Disabilities”

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Claudia Rinaldi View All →

Professor Claudia Rinaldi is the Chair of the Education Program at Lasell University. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework in urban settings with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored peer-reviewed publications and a book for educators called Practical Ways to Engage All Struggling Readers. She lead and developed a graduate certificate program in Teaching Bilingual Students with Disabilities for general, ESL and special education teachers geared towards applying research-informed practices to the questions and processes of identifying whether it is a language difference or a learning disability. Claudia developed a college mentoring program called Pathways to Teacher Diversity for districts and teacher education programs to partner in identifying and supporting underrepresented high school students interested in teaching careers to successfully access and persist in college. She serves in various boards including the National Center for Learning Disabilities and serves as an expert for Understood.org and the National Center for Intensive Interventions.

Professor Claudia Rinaldi believes that it is critical to prepare teacher leaders who may serve as advocates and allies and who will respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability poverty, and marginalization in our country and globally.

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