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There is considerable concern surrounding the complex issue of how to meet the learning needs of English-language learners within general and special education programs. Implementing Response-to-Intervention to Address the Needs of English-Language Learners increases school psychologists’ knowledge of intervention strategies related to ELLs, through its examination of the challenges associated with evaluating ELLs and by providing a collaborative framework to enhance educational identification and placement in special education. It accomplishes this by incorporating research-based intervention approaches for ELLs and offering a comprehensive guide to the processes and tools that school teams should consider when utilizing a response to intervention model to support the academic and behavioral needs of ELLs. With a strong focus on alternative assessment, collaboration, and parental involvement, this volume in a definitive touchstone in the quest to provide culturally responsive pedagogy and appropriate adapted classroom instruction for English-language learners of various proficiency levels.
- Sales Rank: #2766309 in Books
- Brand: Brand: Routledge
- Published on: 2013-01-27
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .40" w x 6.00" l, .60 pounds
- Binding: Paperback
- 192 pages
- Used Book in Good Condition
Review
"Implementing Response-to-Intervention to Address the Needs of English-Language Learners addresses the pressing issues facing teachers with any student whose primary language is not English and who may have disabilities. The authors’ wide knowledge and experience using RTI to ascertain and implement intervention strategies is evident in the book’s content as well as the case studies and power point presentations. An excellent resource for the school administrator, program supervisor, or teacher who has English-language learners within the student population!"
―Judy G. Berkowitz, MS, educational consultant, Jewish Family and Children’s Service, Pittsburgh, Pennsylvania
"As educators, we too often try to solve problems and address issues alone, when in fact we should be teaming with other like-minded professionals. In this readable and relevant text, the authors lay out a framework to help navigate the terrain between ELL’s, intervention, and designation for special education. They provide a clear framework for the implementation of culturally responsive RTI for our second language learners. This theoretically grounded but practical text should be a guide and resource for all professionals involved with both ELL instruction and the provision of intervention within RTI."
―Richard D. McCallum, PhD, Graduate School of Education, University of California–Berkeley
"What happens when RTI meets ELL? Using evidence-based research and practices, Hudspath-Niemi and Conroy offer alternative assessments to meet the changing demands of students with linguistic differences. This is an excellent contribution to the field of school psychology and will serve as a roadmap to further support the appropriate identification of students needing special services."
―Yuma Tomes, PhD, director and associate professor at the Philadelphia College of Osteopathic Medicine
About the Author
Holly S. Hudspath-Niemi works as an ESL program specialist in Pittsburgh, Pennsylvania, and provides training and lectures, and presents at national and state conferences. Her academic and research interests range from supporting ELLs in the content area to identifying ELLs for special services, as well as educating refugees and limited formal schooling ELLs. She has contributed to the fields of ESL and education through multiple presentations, writings, research, and demonstrated classroom service.
Mary Lou Conroy is a certified school psychologist and school administrator in Pennsylvania. She is president of Leaders in Learning, a company that provides special-education consultation and professional development to schools. Her academic interests include data-based decision making, consultation, and implementation of research-based interventions. She has contributed to the fields of school psychology and education through executive leadership in Pennsylvania’s association for school psychologists, training at the university and school district level, presentations, articles, and consultation with school districts.
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