Media Summary: Debbie shows how the steps a team of educators take when considering student needs can make a big difference in outcomes for ... Debbie explains why is important not to think of being an EL as a disability. Lynn talks about the wide range of percentages of dually-

Over Identification Why Ells May - Detailed Analysis & Overview

Debbie shows how the steps a team of educators take when considering student needs can make a big difference in outcomes for ... Debbie explains why is important not to think of being an EL as a disability. Lynn talks about the wide range of percentages of dually- Roger talks about why a student's level of language proficiency shouldn't be the only factor affecting placement. Debbie lays out the foundational questions that need to be asked when looking at whether Roger talks about two of the main considerations when looking at the question of special education for

Lynn talks about the realization that neither she nor her special education colleague had a magic bullet for

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Over-identification: Why ELLs may be referred to special education too soon
Under-identification: Why ELLs may not get the special education services they need
Over- and under-identification of ELLs with disabilities
Under- and over-identification of ELLs in special education
Student scenario for over-identification: Li
Being an ELL is not a disability
Problems with special education identification rates for ELLs
Placement of ELLs must be age-appropriate
Is the programming for ELLs effective?
ELLs with special education needs are entitled to both ELL and special education services
There is no magic bullet in identifying or serving ELLs with disabilities
How to prevent the over and under identification of ELLs as students with disabilities
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Over-identification: Why ELLs may be referred to special education too soon

Over-identification: Why ELLs may be referred to special education too soon

Alba explains why

Under-identification: Why ELLs may not get the special education services they need

Under-identification: Why ELLs may not get the special education services they need

Alba explains why

Over- and under-identification of ELLs with disabilities

Over- and under-identification of ELLs with disabilities

Debbie describes why

Under- and over-identification of ELLs in special education

Under- and over-identification of ELLs in special education

Cristina explains why

Student scenario for over-identification: Li

Student scenario for over-identification: Li

Debbie shows how the steps a team of educators take when considering student needs can make a big difference in outcomes for ...

Being an ELL is not a disability

Being an ELL is not a disability

Debbie explains why is important not to think of being an EL as a disability.

Problems with special education identification rates for ELLs

Problems with special education identification rates for ELLs

Lynn talks about the wide range of percentages of dually-

Placement of ELLs must be age-appropriate

Placement of ELLs must be age-appropriate

Roger talks about why a student's level of language proficiency shouldn't be the only factor affecting placement.

Is the programming for ELLs effective?

Is the programming for ELLs effective?

Debbie lays out the foundational questions that need to be asked when looking at whether

ELLs with special education needs are entitled to both ELL and special education services

ELLs with special education needs are entitled to both ELL and special education services

Roger talks about two of the main considerations when looking at the question of special education for

There is no magic bullet in identifying or serving ELLs with disabilities

There is no magic bullet in identifying or serving ELLs with disabilities

Lynn talks about the realization that neither she nor her special education colleague had a magic bullet for

How to prevent the over and under identification of ELLs as students with disabilities

How to prevent the over and under identification of ELLs as students with disabilities

ELLs

EL Coordinator May Mosallam: Why building relationships with ELL matters

EL Coordinator May Mosallam: Why building relationships with ELL matters

Dearborn's EL Coordinator