Looking for Professional Development Presentation for Supporting English Learners with Disabilities?

Teacher and administrators continue to have challenges in the identification of Bilingual English Learners with Disabilities. There are now more resources being cited in state education agency pages.  I wanted to update a few here:

  1.  Council for Chief School State Officers (CCSSO)- English Learners with Disabilities Guide https://ccsso.org/resource-library/ccsso-english-learners-disabilities-guide 
    • This guide provides a great summary at the state level of how to support bilingual ELs, the role of states, districts, and schools.  It highlights 3 states with links to their forms and resources.  The guide was developed by CCSSO and advice by many researchers in the field including me
  2.  A new book by Haas and Brown (2019) called Supporting English Learners in the Classroom: Best Practices for Distinguishing Language Acquisition from Learning Disabilities from Teachers Press.  Julie has done an amazing job of making the content accessible for teachers with practical ways to understand it and next steps for practice.

 

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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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