English language learners with Special Educational Needs.resources
If you would like to return to the Resource
page click here.
Arreaga-Mayer, C. (1992). Ecobehavioral Assessment of exceptional culturally and linguistically diverse students: evaluating effective bilingual special education programs. Paper presented at the Third National Research Symposium on Limited English Proficient Student Issues. Retrieved June 28, 2002 from http://www.ncela.gwu.edu/ncbepubs/symposia/third/mayer.htm
Artiles, A., Hoffman-Kipp, P., Lopez-Toress, L., Strent, S.C. (2000).A cultural-historical view of preservice teacher education: theoretical foundations. Remedial and Special Education, 21(2), 80-89, 120.
Baca, L. & Amato, C. (October, 1989). Bilingual special education: training issues. Exceptional Children, 56(2), 168-173.
Baca, L.M. & Cervantes, H.T. (1991). Bilingual special education. ERIC Digest No. ED333618. Retrieved June 5, 2002 from http://www.ed.gov/databases/ERIC_Digests/ed333618.html
Baca, L.M. & Cervantes, H.T. (1991). Bilingual Special Education. Learning Disabilities Online. Document reproduced from ERIC Digest No. E496. Retrived online August 19, 2003 from http://www.ldonline.org/ld_indepth/bilingual_ld/esl_ld_eric.html
Baca, L. & De Valenzuela, J.S. (1994). Reconstructing the bilingual special education interface.NCBE Program Information Guide Series, 20. Retrieved online June 28, 2002 from http://www.ncbe.gwu.edu/ncbepubs/pigs/pig20.htm
Birnbaum, B.W. (2002). Technology for English language learners with disabilities. In A Resource Manual for Illinois Educators. Retrieved November 17, 2003 from http://www.isbe.state.il.us/spec-ed/bilingualmanual2002.htm.
Burnette, J. (December 2000). Assessment of culturally and linguistically diverse students for special education eligibility. ERIC Digest No. E604. Retrieved online April 19, 2002 from http://ericec.org/digests/e604.html
Candelaria-Greene, J. (Summer/Fall 1996). A paradigm for bilingual special education in the USA: Lessons from Kenya. The Bilingual Research Journal, 20(2, 4), 545-564.
Cloud, N. (1989). Multisystem: Systematic Instructional Planning for Exceptional Bilingual Students. Contract or grant number: G008630051 RIE/CIJE/Dissertation Abstracts issue: RIENOV1996 Columbia Univ., New York, NY. Inst. for Urban and Minority Education. Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Personnel Preparation.
Cloud, N. (1996). ED404872 - Annotated Teacher Resource Bibliography for Working Effectively with Limited English Proficient Students with Interrupted Formal Education. ERIC Digest No. ED404872
Collier, C. (2001). Developing instructional plans and curriculum for bilingual special education students. In L.M. Baca & H.T. Cervantes (Eds.). The Bilingual Special Education Interface. Upper Saddle River, NJ: Merrill.
Cummins, J. (October, 1989). A theoretical framework for bilingual special education. Exceptional Children, 56(2), 111-119.
De Valenzuela, J.S., Cathrene Connery, M., & Musanti, S.I. (March/April 2000). The theoretical foundations of professional development in special education: Is sociocultural theory enough? Remedial and Special Education, 21(2), 111-120.
Duran, R.P. (October, 1989). Assessment and instruction of at-risk Hispanic students. Exceptional Children, 56(2), 154-158.
Echevarria, J. (1996). The effects of instructional conversations on the language and concept development of Latino students with learning disabilities. The Bilingual Research Journal, 20(2), 339-363. Retrieved online October 29, 2002 from http://www.ncela.gwu.edu/miscpubs/nabe/brj/v20/20_2_echevarria.htm
Ehrman, M.E. (1996). Understanding second language learning difficulties. Thousand Oaks, CA: Sage Publications.
Fanta, J.N. (2002). Accommodations and modifications for English language learners. In A Resource Manual for Illinois Educators. Retrieved November 17, 2003 from http://www.isbe.state.il.us/spec-ed/bilingualmanual2002.htm.
Fernandez, A.T. (1992). Legal support for bilingual education and language-appropriate related services for limited English proficient students with disabilities. Bilingual Research Journal, 16,(3,4), 117-140. Retrieved online December 17, 2002 from http://www.ncela.gwu.edu/miscpubs/nabe/ brj/v16/16_34_fernandez.pdf
Figueroa, R.A. (1999). Special education for Latino students in the United States. Bilingual Review. Article Retrieved June 24, 2002 from InfoTrac OneFile Database.
Figueroa, R.A., Fradd, S.H. & Correa, V.I. (1989). Bilingual special education and this special issue. Exceptional Children, 56(2), 174-178.
Fradd, S.H. (1992). Collaboration in schools serving students with limited English proficiency and other special needs. ERIC Digest No. ED352847. Retrieved online September 27, 2003 from http://www.ericfacility.net/ericdigests/ed352847.html
Gersten, R. & Baker, S. (2000). What we know about effective instructional practices for English language learners. Exceptional Children, 66(4), 454-470.
Gersten, R., Baker, S., Marks, S.U., Smith, S.B. (n.d.). Effective instruction for learning disabled or at-risk English language learners: An integrative synthesis of the empirical and professional knowledge bases. Elementary & Middle Schools Technical Assistance Center. Retrieved December 24, 2003 from http://www.emstac.org/registred/topics/esl/summary.html
Goldman, S.R. &Rueda, R. (1988). Developing writing skills in bilingual exceptional children. Exceptional Children, 54(6), 543-551.
Graves, A., Valles, G. & Rueda, R. (2001). Variations in interactive writing instruction: A study in four bilingual special education settings. CIERA. Retrieved November 15, 2002 from http://www.ciera.org/libray/archive/2000-09/art-online-00-09.html
Gutierrez-Clellan, V.F. (1999). Mediating literacy skills in Spanish-speaking children with special needs. Language, Speech, and Hearing Services in Schools, 30, 285-292.
Gutierrez-Clellan, V.F. (1999). Language choice in intervention with bilingual children. American Journal of Speech-Language Pathology, 8, 291-302
Hoover, J.J. & Collier, C. (2001). Methods and materials for bilingual special education. In L.M. Baca & H.T. Cervantes (Eds.), The bilingual special education interface (264-289). Upper Saddle River, NJ: Merrill.
Hardy, P.H. (December, 2001). Special Education: An assessment process of English language learners at the preschool level: a work in progress. The New England Equity Assistance Center. Retrieved online April 18, 2002 from http://www.alliance.brown.edu/eac/sped_preass_prnt.shtml
Hill, R., de Valenzuela, J.S., Cervantes, H. & Baca, L. (2001). The education of children with exceptional needs. In L.M. Baca & H.T. Cervantes (Eds.). The Bilingual Special Education Interface. Upper Saddle River, NJ: Merrill.
Jordan, A., Lindsay, L., & Stanovich, P.J. (March/April, 1997). Classroom teachers’ instructional interactions with students who are exceptional, at risk, and typically achieving. Remedial and Special Education, 18(2), 82-93.
Kline, S.R. (1999). Alternative assessment of exceptional culturally and linguistically diverse students. Retrived online September 19, 2003 from http://www.crede.ucsc.edu/research/llaa/intro6_3.html
Klingner, J.K. & Artiles, A.J. (October, 2003). When should bilingual students be in special education? Educational Leadership, 66-71.
Kohner, K., Bates, E., & Hernandez, A.E. (1999). Balancing bilinguals: Lexcial-semantic production and cognitive processing in children learning Spanish and English. Journal of Speech, Lnaguage, and Hearing Research, 42, 1400-1413.
Kohnert, K., & Derr, A. (forthcoming). Language intervention with bilingual children. In B. Goldstein (Ed.), Bilingual language development: A focus on Spanish-English speakers. Baltimore: Brookes.
Lopez-Reyna, N.A. (2002). Instructional strategies for English language learners with disabilities. . In A Resource Manual for Illinois Educators. Retrieved November 17, 2003 from http://www.isbe.state.il.us/spec-ed/bilingualmanual2002.htm.
Maldonado, J.A. (Winter, 1994). Bilingual special education: Specific learning disabilities in language and reading. The Journal of Educational Issues of Language Minority Students, 14, 127-148. Retrieved October 20, 2002 from http://www.ncela.gwu.edu/miscpubs/jeilms/vol14/maldonad.htm
Millian, M. (1997). Teaching Braille reading and writing to students who speak English as a second language. In D. Wormsley and F.M. D’Andrea. Instructional Strategies for Braille Literacy. New York: American Foundation for the Blind.
Milian, M. & Conroy, P. (2000). Providing professional services to individuals who speak English as a second language. In M. Milian and J. Erin. Diversity and visual impairment: The influence of race, gender, religion and ethnicity on the individual. New York: American Foundation for the Blind.
Morrison, S. (n.d.). English Language Leanres with Special Needs Online. ERIC / CLL Resource Guides Online. Retrieved online August 19, 2003 from http://www.cal.org/ericcll/faqs/rgos/special.html
National Center on Educational Outcomes (2003). Useful terminology when talking about students with disabilities. National Center on Educational Outcomes Website. Retrieved online December 1, 2003 from http://education.umn.edu/nceo/Presentations/tele2/DisabilityTerms.htm
Ortiz, A.A. (1984). Choosing the language of instruction for exceptional bilingual children. Teaching Exceptional Children, 16(3), 208-212.
Ortiz, A. (December, 2001). English language learners with special needs: Effective instructional strategies. ERIC Digest EDO-FL-01-08. Retrieved April 19, 2002 from www.cal.org/ericcll/digest/0108ortiz.html
Petitto, L.A. & Kovelman, I. (2003). The bilingual paradox: How signing –speaking bilingual children help us resolve bilingual issues and teach us about the brain’s mechanisms underlying all language acquisition. Learning Languages, 8(3), 5-18.
Perozzi, J.A. & Chavez Sanchez, M.L. (October, 1992). The effect of instruction of L1 on receptive acquisition of L2 for bilingual children with language delay. Language, Speech, and Hearing Services in Schools, 23, 348-352.
Roache, M., Shore, J., Gouleta, E., & de Obaldia Butkevich, E. (2003). An investigation of collaboration among school professionals in serving culturally and linguistically diverse students with exceptionalities. Bilingual Research Journal, 27(1), 117-136.
Rodriguez, D. & Carrasquillo, A. (1997). Bilingual special education teacher preparation: A conceptual framework. NYSABE, 12, 98-109.
Rondal, J.A. (2000). Bilingualism in mental retardation: some prospective views. Child Development & Disability, 26, 57-64.
Root, C. (April, 1994). A guide to learning disabilities for the ESL classroom practitioner. TESL-EJ, 1(1). Retrieved March 4, 2003 from http://www-writing.berkeley.edu/TESL_EJ/ej01/a.4.html
Rueda, R., Gallego, M.A., & Moll, L.C. (March/April 2000). The least restrictive environment: A place or a context?. Remedial and Special Education, 21(2), 70-78.
Ruiz, N.T. (1989). An optimal learning environment for Rosemary. Exceptional Children, 56(2), 130-144.
Ruiz, N.T. (1991). Effective instruction for language minority children with mild disabilities. ERIC Digest NO. ED333621. Retrieved online June 12, 2002 from http://ericae.net/edo/ED333621.htm. (Available as of March 1, 2004 at http://www.ericfacility.net/databases/ERIC_Digests/ed333621.html
Ruiz, N.T. (1995). The social construction of ability and disability: I. profile types of Latino children identified as language learning disabled. Journal of Learning Disabilities, 28(8), 476-490.
Ruiz, N.T. (1995). The social construction of ability and disability: II. Optimal and at-risk lessons in a bilingual special education classroom. Journal of Learning Disabilities, 28(8), 491-502.
Ruiz, N.T. & Figueroa, R.A. (1995). Learning-handicapped classrooms with Latino students: The optimal learning environment (OLE) Project. Education and Urban Society, 27(4), 463-483.
Ruiz, N.T., Rueda, R., Figueroa, R.A., & Boothroyd, M. (1995). Bilingual special education teachers’ shifting paradigms: Complex responses to educational reform. Journal of Learning Disabilities, 28(10), 622-635.
Ruiz, N.T., Vargas, E., & Beltran, A. (March, 2002). Becoming a reader and writer in a bilingual special education classroom. Language Arts, 79(4), 298-309.
Utley, C., Delquadri, J.C., Obiakor, F.E., & Mims, V.A. (Winter 2000). General and special educators’ perceptions of teaching strategies for multicultural students. Teacher Education and Special Education, 23(1), 34-50.
Yates, J.R. (1982). Teacher training associated with serving bilingual exceptional children. Teacher Education Associated with Special Education(TEASE), 5(3), 61-68.
Yawkey, T. & Prewitt-Diaz, J.O. (1990). Early childhood: Theories, research and implications for bilingual education. Paper presented at the Proceeding of the First Research Symposium on Limited English Proficient Student Issues, OBEMLA. Retrieved June 28, 2002 from http://www.ncbe.gwu.edu/ncbepubs/symposia/first/early.htm
Yawkey, T.D. & Prewitt-Diaz, J.O. (1990). Early childhood: theories, research and implication for bilingual education. Proceedings of the First Research Symposium on Limited English Proficient Student Issues, OBEMLA. Retrieved online June 28, 2002 from http://www.ncbe.gwu.edu/ncbepubs/symposia/first/early.htm
Zehr, M.A. (November, 2001). Bilingual students with disabilities get special help. Education Week On the Web. Retrieved online December 20, 2003 from http://www.edweek.org/ew/newstory.cfm?slug=10clark.htm
Ziminsky, E. (1994). The effectiveness of whole language approaches on the oral literacy skills of bilingual pre-school children identified as speech impaired. New York State Association for Bilingual Education, 9. Retrieved online September 23, 2002 from http://www.ncela.gwu.edu/miscpubs/nysabe/vol9/wholelang.html.