PART 1
Question 1:
Our video for this week addresses Response to Intervention (RTI) focuses on an educational approach
that seeks to respond to students who may need more attention, without referring the students to
special education (SPED). How can RTI be useful to MLLs and help to avoid over-referring MLL students
to SPED?
Video: https://www.youtube.com/watch?v=3irqd73SPe4
Question 2: Also comment on two or more of the following topics following your viewing of the video:
● Have you seen evidence this term or previously that bilingualism develops sequentially or
simultaneously;
● Children’s story-telling language styles
● “Testing,” or formal assessment of MLL students, what’s problematic?
● Should we label kids “at-risk” early in their schooling? Are you aware of any policies in place that
direct schools/districts to avoid labeling students as “at-risk,” or assessing them for special
education services in grade K? Here, I refer to students with the disabilities we are discussing this
week including LD, ED and SLI.
SAME VIDEO FOR BOTH…
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PART 2:
Respond 1 of the 2 prompts below: In your posts this week, refer to at least two resources.
Our course text (Mahoney) presents a summary of “The special education process in the
United States,” including detail under “Eligibility, Step 3”. After reading, choose one of the
following prompts:
A. Comment on one of three categories of disabilities (see below). After reading the Mahoney chapter,
explain your experience with one or more of the 3 categories of disability in children or adults. The
three categories we consider: ED, LD, SLI (emotional disability, learning disability, speech and language
impairment).
OR
B. Comment on Mahoney’s and other course materials for the week to discuss at least two factors to
consider when deciding if a student may have a speech and language impairment or is demonstrating
the typical process of emerging bilingualism.
PLEASE SEE ATTACHMENT FOR THIS ASSIGMENT…..
