By Mary Mehaffey, Ed.D.
May/June 2003
The goal of the final issue of Link Lines for this school year is to provide you with information that will assist you in providing quality educational services to limited English proficient (LEP) students. This resource list may help you in understanding the needs of English language learners and in determining apprpriate referrals of LEP students for consideration for special education.
Organizations
Council for Exceptional Children www.cec.sped.org
National Association for Bilingual Education www.nabe.org
National Association of State Directors of Special Education www.nasdse.org
Clearinghouses and Technical Assistance Centers
National Clearinghouse for English Language Acquisition and Language Instruction
Education Programs www.ncela.gwu.edu
IDEA Local Implementation by Local Administrators (ILIAD) Partnership www.ideapractices.org
Federal Offices
Office of English Language Acquisition, Language Enhancement, and Academic Achievement
for Limited English Proficient Students (OELA) www.ed.gov/offices/OBEMLA
Books, Articles, and Guides
Brice, A., & Roseberry-McKibbin, C. (2001). Choice of languages in instruction:
One language or two? Teaching Exceptional Children, 3(4), 10-16.
Kindler, A. (2002). Survey of the states’ limited English proficient students
and available educational programs and services, 1999-2000 summary report. Washington,
DC: National Clearinghouse for English Language Acquisition and Language Instruction
Educational Program.
Lindholm-Leary, K. (2000). Biliteracy for a global society: An idea book on
dual language education. Washington, DC: National Clearinghouse for Bilingual
Education.
National Association for Bilingual Education (NABE) & ILIAD Project. (2002).
Determining appropriate referrals of English language learners to special education,
A self-assessment guide for principals. Washington, DC: National Association
for Bilingual Education; and Arlington, VA: Council for Exceptional Children.
President’s Advisory Commission on Educational Excellence for Hispanic
Americans. (2000). Testing Hispanic students in the United States: Technical
and policy issues. Washington, DC: U.S. Government Printing Office.
U.S. Department of Education. (2002). Twenty-third annual report to Congress
on the implementation of the Individuals of Disabilities Education Act. Washington,
DC: U.S. Government Printing Office.
I hope these resources will benefit you in your quest to provide quality services to students with limited English proficiency under No Child Left Behind (NCLB).
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