View Content #2006
| Contentid | 2006 |
|---|---|
| Content Type | 1 |
| Title | Summary of National Symposium on Learning Disabilities in English Language Learners |
| Body | The National Symposium on Learning Disabilities in English Language Learners was held October 14-15, 2003. A summary of the proceedings is posted to the NCELA Web site: http://www.ncela.gwu.edu/oela/2003symposium_proceedings.pdf In response to the need to better identify and serve English language learners (ELLs) with learning disabilities, three federal offices -- the Office of Special Education and Rehabilitative Services (OSERS); the Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (OELA); and the National Institute of Child Health and Human Development (NICHD)-- organized a two-day workshop for researchers, practitioners, and policymakers from the United States, Canada, Mexico and the United Kingdom. Workshop participants developed a set of recommendations for five areas of research: 1. Identification and Assessment of Learning Disabilities (LD) in ELLs * Examine the identification, classification, and definition of LD in ELLs. * Develop better assessment tools. * Explore benefits of using technology in assessment. 2. Normal Language and Literacy Developmental Trajectories for ELLs * Contrast ELL-LDs with normative ELL developmental trajectories. * Identify impediments to normal development for those who are not disabled. * Initiate longitudinal studies with multiple cohorts, selected at different points on the developmental continuum. 3. Individual and Contextual Factors Affecting ELL and ELL/D Outcomes * Identify salient cultural variables. * Study the role of affective and motivational factors. * Place greater emphasis on first language research. * Identify school infrastructure factors. 4. Neurobiology * Apply neurobiology to the study of language and literacy development in ELLs. * Pursue development of normative data for sequential and concurrent acquisition of first, second, and subsequent languages. 5. Effective Interventions * Evaluate the efficacy of interventions for ELLs. * Identify effective factors in teacher training programs for working with ELLs. * Translate classification and intervention to diagnosis and treatment. |
| Source | Department of Education |
| Inputdate | 2004-09-03 01:55:00 |
| Lastmodifieddate | 2004-09-03 01:55:00 |
| Expdate | Not set |
| Publishdate | Not set |
| Displaydate | Not set |
| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
