SupportingSupporting WorldWorld LanguageLanguage LearningLearning forfor StudentsStudents withwith DisabilitiesDisabilities VirginiaVirginia DepartmentDepartment ofof EducationEducation 2 SupportingSupporting WorldWorld LanguageLanguage LearningLearning forfor StudentsStudents withwith DisabilitiesDisabilities Overview and practical manual for including students with disabilities, difficulties, or other specialized learning needs in the foreign language classroom. Prepared by the Office of Special Education Instructional Services and the Office of HumanitiesJanuary 2017 and Early Childhood Virginia Department of Education Superintendent of Public Instruction Steven R. Staples Assistant Superintendent for Special Education and Student Services John Eisenberg Assistant Superintendent for Instruction Steven Constantino Office of Special Education Instructional Services Patricia Abrams, Director Teresa Lee, Specialist for Learning Disabilities and Attention Disorders Office of Humanities and Early Childhood Christine Harris, Director Lisa A. Harris, Specialist for Foreign Languages and International Education Copyright © 2017 by the Virginia Department of Education P.O. Box 2120 Richmond, Virginia 23218-2120 www.doe.virginia.gov All rights reserved. Reproduction of these materials for instructional purposes in public school classrooms in Virginia is permitted. The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, sexual orientation, gender identity, age, political affiliation, or against otherwise qualified persons with disabilities. The policy permits appropriate employment preferences for veterans and specifically prohibits discrimination against veterans. The following position has been designated to handle inquiries regarding the Department’s nondiscrimination policies: Deputy Superintendent – Finance and Operations Virginia Department of Education P.O. Box 2120 Richmond, Virginia 23218-2120 (804) 225-2025 For further information on Federal nondiscrimination regulations, contact the Office of Civil Rights at [email protected] or call 1 (800) 421-3481. You may also view Executive Order 1 (2014), which specifically prohibits discrimination on the basis of race, sex, color, national origin, religion, sexual orientation, gender identity, age, political affiliation, or against otherwise qualified persons with disabilities. The policy permits appropriate employment preferences for veterans and specifically prohibits discrimination against veterans. You may obtain additional information at the Commonwealth of Virginia’s official website concerning this equal opportunity policy. 4 Table of Contents Acknowledgements ............................................................................................................................................... 7 Section I: Introduction ......................................................................................................................................... 8 Purpose and Vision of this Document ....................................................................................................... 8 Foreign Language Requirements in Virginia ......................................................................................... 9 Defining the Relationship: Special Education Requirements and Foreign Language Courses ........... 12 Foreign Language Study in Virginia: A Rationale for Increasing Access and Opportunities ............... 13 Section II: Research and Background ............................................................................................................... 15 Research Overview ................................................................................................................................. 15 The Challenge of Learning another Language — Empathy and Understandings ............................... 17 The Language Skills and the 3 Stages of Learning ............................................................................... 18 Oral Language ..................................................................................................................................... 23 Written Language ................................................................................................................................ 23 Kinesthetic Expression ........................................................................................................................ 24 Section III: Strategies and Activities ............................................................................................................ 27 Assistive Technology (AT) ................................................................................................................... 30 General Strategies to Support Student Learning ................................................................................ 31 Strategies to Use with Caution ........................................................................................................... 44 Strategies to Avoid .............................................................................................................................. 47 Activity Structures for Supporting/Managing a Range of Student Needs .......................................... 48 Section IV: Advancing Student Learning .................................................................................................... 51 Assessment Considerations for the Inclusive Foreign Language Classroom ...................................... 51 Lesson Design Considerations for the Inclusive Foreign Language Classroom ................................... 52 Universal Design in Action .................................................................................................................. 53 Conclusion ........................................................................................................................................... 56 Section V: Supporting Student Learning .................................................................................................... 57 Addressing Barriers to Access and Success – Best Practices .............................................................. 58 More Tips for Classroom Teachers ..................................................................................................... 59 Accommodations ................................................................................................................................ 60 Interventions ....................................................................................................................................... 61 References ............................................................................................................................................................. 62 5 APPENDICES APPENDIX A: Perceived Barriers .................................................................................................................. 64 Appendix B: Categories of Disability in Federal Special Education Law ........................................ 65 APPENDIX C: Additional Resources ............................................................................................................ 66 APPENDIX D: Additional Interventions ...................................................................................................... 68 Overcoming Obstacles Related to READING ....................................................................................... 68 Overcoming Obstacles Related to WRITING ....................................................................................... 69 Overcoming Obstacles Related to ORGANIZATION ............................................................................ 71 Overcoming Obstacles Related to MEMORY ...................................................................................... 72 APPENDIX E: Glossary of Foreign Language Related Terms .............................................................. 74 APPENDIX F: Glossary of Special Education Related Terms ............................................................... 81 APPENDIX G: Frequently Asked Questions1 .............................................................................................. 86 6 Acknowledgements The Virginia Department of Education (VDOE) wishes to acknowledge all those who provided assistance in the development and review of this manual. This group included parents, foreign language and special educators, administrators, and various VDOE staff. Their feedback assisted the Department in the development of a document designed to be a useful resource that parents and school personnel may find helpful and use at their option in their effort to support the achievement of the special education learner. Project Consultant Dr. Katy Arnett, Ph.D. Dr. Arnett is currently the Associate Professor of Educational Studies at St. Mary’s College of Maryland. She holds an M.A. and Ph.D. in Second Language Education from the Ontario Institute for Studies in Education at the University of Toronto, and a B.A. in Foreign Language (French) from St. Mary’s College of Maryland. Dr. Arnett also has a current Standard Professional Teaching Certificate for French, Grades 7-12, in the state of Maryland. She is the author of numerous research articles, books, and publications focused on the development and maintenance of inclusive foreign/second language classrooms which guided her work on this project. External Workgroup Members Charles Stevens,