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CCD 625 Group Project

Labeling Students for ELL, SpEd and Immigrants
by

Micah Miner

on 7 April 2015

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Transcript of CCD 625 Group Project

Disadvantages of Eligibility Labeling
Creating Compliant Individual Education Plans
Advantages of Labeling


According to Heward (2006) some of the known advantages to labeling children are the following:

• Cites the “meaningful” differences in students so that the correct response to the difference can be addressed


• May lead to protective response in which children are more accepting of the atypical behavior of a peer with disabilities than they would be of a child without disabilities

• Funding and resources are often based on the specific category of the exceptionality

• Labeling helps make exceptional children’s special needs more visible to the policymakers and the public

• Enables disability specific advocacy groups

• Assist professionals to communicate with one another and classify and evaluate research findings

Sider (2006) said, “Teachers often like know labels of each special education student, because it helps them plan on how to best educate the particular student(s). If a teacher, especially a general education teacher, knows that they are going to have a disabled student, they usually feel more prepared to help that child.


GOAL!
Labeling and its Effects on Students
Policy Analysis Discussion Focus Group Project
* Labels usually focus on the disablity, impairment, and performance deficits, some people think only in terms of what the individual cannot do,

* Negatively affect the child's self-esteem,

* Stigmatizes the child, and leads to teasing and rejection by the child's peers,

* Causes others to have low expectations, doesn't challenge students, which in turn affects how the student view themself,

* Large number of minority children and diverse cultural groups are often labeled LD or EMH


Includes students' cultural references in learning

Use students' identities and backgrounds as valuable sources to inform instruction Conveys to students that they are respected and genuinely expected to succeed
Aware Culture difference in policy making
Unbiased organizers and mediators of social contexts
Caring committed to, and respectful of students
Skilled at validating, affirming, facilitating, liberating and empowering students
Demonstrating a sense of responsibility for their students
Believing in their students' abilities and desire to learn
Capable at explicitly teaching skills and building meaningful cultural understanding
Experts in instruction, who can manage, challenge, and support their students

English Language Learners and Labeling

Riddick (2000), Heward (2006), and Archer et al(2006) offered the above mentioned disadvantages to labeling students for IEP services. To read more about their points visit the following resources:

Riddick, B. (2000). An examination of the relationship between labeling and stigmatization with special reference to dyslexia. Disability and Society, 15 (4), 653-667.

Heward, W.L. (2006). Labeling and eligibility for special education. Retrieved July 16, 2014 from http://www.education.com/reference/article/labeling-eligibility-special-education/

Archer,M., & Green, L. (1996). Classification of learning difficulties. In S. Kriegler and P.Englebrecht (eds.), Perspectives on Learning Difficulties. Hatfield, SA: Van Schaik.

Pros and Cons of Labeling retrieved July 22, 2014 from this video
The Pros and Cons of Labeling
Step 1. Child is identified as possibly needing special education and related services.

Step 2. Child is evaluated.

Step 3. Eligibility is decided.

Step 4. Child is found eligible for services.

Step 5. IEP meeting is scheduled.

Step 6. IEP meeting is held and the IEP is written.
The IEP team gathers to talk about the child's needs and write the student's IEP. Parents and the student (when appropriate) are part of the team.

Step 7. Services are provided.

Step 8. Progress is measured and reported to parents.

Step 9. IEP is reviewed.
The child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review.

Step 10. Child is reevaluated. (Every three years or as agreed upon by the district and parent)
Facts
ELLs are the fastest growing subgroup of students within public schools
Higher dropout rates are also the cause for referrals of ELLs to special education
They are typically either over-represented or under-represented
The belief that English proficiency must be established first delays the diagnose

Factors needs to be aware of
ELLs may have language problems due to transfer from their L1
Cultural differences in language expression and communication styles
They may go through a silent period according to the nature approach
They need more than conversational language proficiency
Learning academic language takes longer than learning social language
Renewed assistance is needed with managing the additional academic vocabulary
Artificial cut-off points can deny students the time to become English proficient

Kauffman, J. M., & Badar, J.
We could reduce the stigma associated with special education by emphasizing the need for it, its benefits, and the unusual skills teachers must have to do it well.

How We Might Make Special Education for Students with Emotional or Behavioral Disorders Less Stigmatizing. Behavioral Disorders, 39, 1, 16-27.
Kauffman, J. M., & Badar, J. (November 01, 2013).
Policy Analysis
What is the Law?
Is labeling a good policy?
http://kfor.com/2013/09/04/parents-hesitant-to-get-child-help-for-fear-of-labeling/
What's the controversy about?
Full transcript