[R-0460] S4: Instructional Planning

Citation: The IRIS Center. Dual Language Learners with Disabilities: Supporting Young Children in the Classroom. Retrieved from: http://iris.peabody.vanderbilt.edu/module/dll/  [or enter The IRIS Center. Dual Language Learners with Disabilities: Supporting Young Children in the Classroom” in your search window]

Abstract: This one-hour module offers information for educators and administrators about working with young dual language learners with disabilities. Users may first want to visit the links at the bottom of the page that provide a module outline, a video tutorial on finding your way around the module, information on the adult learning theory on which the modules are based, and suggestions for materials to supplement information presented in the module. The module begins with a Challenge and Initial Thoughts which are useful for assessing the knowledge base of the learner. Next, Perspectives and Resources provides in-depth information including the definition of dual language learners, distinguishing between a disability and a language difference, importance of home language maintenance, strategies, interventions, and tools to support dual language learners, and tips for collaborating with families. A Wrap-Up and Post-Test Assessment tool are also provided. After completing this module, learners will be to describe why it is important to maintain dual language learners’ home language at the same time they are learning English, collaborate with families of young children who are dual language learners, list considerations for screening and evaluating young dual language learners with disabilities, and implement strategies that support young dual language learners with disabilities.

Integration: Although this is a one-hour module, it consists of content and activities that fit well within several early childhood courses. One is Child, Family, and Community as exemplified by this module quote: “When a child’s first language is not nurtured, they often lose opportunities to communicate with parents, family members, and others in their community. There are many reasons early childhood and special education professionals and families should work together to help maintain the children and families’ home languages.”

Content Focus: Assessment; Child, Family, and Community; Dual Language Learners; Dual Language Learners with Disabilities; Environments, Family, Instruction, Language and Literacy Experiences; Screening

Notes: There are two audios in this module that instructors can use as anticipatory sets before presenting additional content. One introduces the topic of collaborating with families and the other provides information on how teachers can help young dual language learners who understand little or no English adjust to the classroom environment.