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Special education -- Study and teaching (Early childhood), Children with disabilities -- Education (Early childhood)


This workshop provided participants with the opportunity to:

  • Examine the unique factors in EL students’ background and make appropriate adjustments to instruction and interventions.
  • Choose screening and progress monitoring tools with demonstrated reliability and validity for ELs.
  • Make decisions on appropriate growth for each EL student in consideration of their unique contexts.
  • Determine appropriate language of intervention in English‐only and all bilingual program models (early‐exit to dual language).
  • Apply a framework for least biased assessment in Tier 3 that systematically considers the cultural loading and linguistic demand of assessments.


This workshop was presented at Council for Exceptional Children Philadelphia, PA on April 9, 2014.

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