Implementing response-to-intervention to address the needs of English-language learners : instructional strategies and assessment tools for school psychologists

Author(s)

    • Hudspath-Niemi, Holly S.
    • Conroy, Mary Louise

Bibliographic Information

Implementing response-to-intervention to address the needs of English-language learners : instructional strategies and assessment tools for school psychologists

Holly S. Hudspath-Niemi, Mary Lou Conroy

(School based practice in action series)

Routledge, 2013

  • : hbk

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Note

Includes bibliographical references (p. [161]-169) and index

Description and Table of Contents

Description

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.

Table of Contents

Series Editor's Foreword Preface 1. Overview and Introduction 2. English as a Second Language 3. Language and Culture 4. Response-to-Intervention With ELLs 5. Multidisciplinary Evaluation 6. Illustrative Case Examples 7.Concluding Comments 8. Practitioner's Resources

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